Learning difficulty or disability refers to poor school performance that is
not attributable to intellectual ability, physical
disability, emotional disturbance, severe economic hardship or
mental retardation. The prevalence of learning disabilities is
relatively high with about 5 to 10 percent of school children
being affected. While some learning disability subtypes run
in families (e.g., Dyslexia), suggesting the presence of a genetic
component, the exact causes are unknown.
Our approach to
helping children with learning difficulties is accurate recognition
of their problem areas and evaluation of the extent of difficulties.
We believe in prevention, that the earlier learning difficulties are
recognised the more parents and teachers can help children to reach
their full potential.
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CHARACTERISTICS OF LEARNING
DIFFICULTIES
Learning disability can result from
disruption to any stages of the learning process. Specific learning
disability is a disorder in one or more of the learning processes
associated with language use (written or spoken) that affects
listening, reading, writing, speaking and spelling skills, or
mathematical abilities.
Learning disabilities are also often
associated with hyperactivity, impairments in perceptual-motor
coordination, disorders of attention (ADHD), impulsivity, disorders
of memory and language problems.
Specific learning
disabilities are Dyslexia or problems with reading,
Discalculia or problems with mathematical calculations and
Dysgraphia or problems with spelling and
writing.
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THE LEARNING
PROCESS
Learning happens in stages.
In order to learn new information children must encode
new information, they must be able to integrate it with
existing knowledge, they must store it and finally, in
order to use it, they must be able to retrieve it. All
these stages are susceptible to difficulties that can influence
the learning process.
Encoding
Encoding is
the first stage of learning. This is when children attend to
information and analyse what they see or hear (or smell or touch or
taste). Attention at this stage can shift very quickly and lack
of interest or motivation can greatly influence what
children may or may not learn. Understandably, children with
attentional difficulties, such as ADHD, have difficulty learning new information
simply because they find it hard to pay
attention.
Integration
Integration is part
of the first learning stage. This is when children pay
attention to presented information and hold this information in
their short term or working memory. It can be as simple as
seeing a picture of a possum for the first time and hearing the
word "possum" from a parent or teacher. Let's assume the child might
already knows what a cat is. To this child the possum may look
similar because it is similar in size and shape to the cat and it is
also furry. Despite these similarities, after hearing the word
"possum" and looking at the picture the child is about to learn that
it is a different animal.
Storage
Storage
is the second stage of learning. This is when children really
evaluate new information and categorise it for storage. Rehearsal
and repetition can aid the process of storage and improve learning.
Staying with our earlier example, a child may repeat the word
"possum" to him/herself while still looking at the picture of
the possum. This way he/she is creating mental space
and filling it with this new
information.
Retrieval
Retrieval is the proof of learning. This
is when children begin to use the information they learned.
They must be able to search their memory storage and make an
accurate decision about what is the exact
information they were "looking for". In the case of the
possum example, seeing the picture of the possum a day or two
later, a child may still be tempted to say that it is a cat,
but if learning has taken place he/she will search for the
word that fits best with picture. In our example, the child
should remember that it is a possum. |
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DIAGNOSTIC ASSESSMENT OF LEARNING
DISABILITIES
The primary diagnostic criteria of a
specific learning disability is a substandard performance on a
standardised academic test of reading, writing, comprehension
and mathematics. These tests are not the same as the ones used
by schools or by the educational system (e.g., NAPLAN). The
tests used in the diagnostic process are specifically aimed at
evaluating key academic areas in comparison to a "norm" or
average performance.
The second component of the
assessment process is to screen for cognitive (thinking)
deficits that could be confused with a learning
disability. For this purpose, it is extremely important
to evaluate a child's intellectual ability (IQ) and
functioning. Other areas that may need screening are emotional difficulties, ADHD, Autism Spectrum Disorders (ASD)
and language
functioning.
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WHAT WE
OFFER
At CPAC we offer reliable diagnoses
of learning difficulties and disabilities. When possible, we
try to identify psychosocial areas in children's lives that can reduce
their difficulties and will make specific recommendations to
overcome such difficulties. Upon request we will also
liaise with teachers and schools and we will help to
design a suitable program for your child to reach his/her
potential. |
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