1. Dyslexia: trouble making the connection between letters, sounds, spelling & recognizing words. Some other signs of Dyslexia are: having a hard time understanding what others are saying, difficulty organizing written/spoken language, difficulty expressing thoughts or feelings, etc.
2. Signs of LD: The Trouble reading, writing or performing other learning related tasks at some point, does not mean a LD. A LD often has several related signs that don't go away with time or get better.
2.1. Common signs of LD: problems reading and/or writing, problems with math, poor memory, problems paying attention, trouble following directions, clumsiness, trouble telling time, problems staying organized.
2.1.1. A child with LD can have also: impulsiveness, acting out, difficulty staying focused, difficulty expressing thoughts, problems with school performance from day to day, speaking like a younger child, having a hard time listening, problems dealing with changes in schedules or situations, problems understanding words or concepts.
2.1.1.1. Important: these signs alone aren't enough to determine that a person has a LD. Only a professional can diagnose a LD.
3. Each LD has its own signs, but a person with a LD may no have all of the signs of that particular disability.
3.1. Dysgraphia: A trouble with writing or very poor handwriting and doesn't outgrow it may have it. Signs: tense and twist awkwardly when holding a pen or pencil, a strong dislike of writing or drawing, problems with grammar, trouble writing down ideas, loosing energy or interest as soon as they start writing, etc.
3.2. Dyscalculia: Problems understanding basic arithmetic concepts, such as fractions, number lines, and positive and negative numbers. Other symptoms: difficulty with math-related word problems, trouble making change in cash transactions, Messiness in putting math problems on paper, problem with logical sequence, etc.
4. Children with an specific LD have difficulties with particular mental tasks, but a normal IQ. The majority of conditions are developmental in origin, linked to abnormalities in brain structure and function, and are present from birth. LD may be also a family history
5. When explaining the LD to the child that has it, avoid simplistic, negative labels, instead, help him/her look at him/herself in a comprehensive and positive manner that acknowledges weaknesses but also emphasizes strengths and special attributes
5.1. children with LD generally respond well to a sensitive and appropriate evaluation and treatment plan. This plan has to be supportive, remove blame from both child and parent, focus on the present problems, attends to associated concerns, results in the youngster feeling more confident, self-reliant, and motivated.
6. Diagnosis LD: "response to intervention (RTI)" & special tests
6.1. RTI involves: 1-monitoring all students, 2-providing help to students who´re having problems, 3-moving those students to tiers that provide increasing support
6.2. Students who´re struggling in school can also have individual evaluations
6.2.1. A complete evaluation includes: neurological exam, reviewing the child´s developmental, social & school performance, family history, academic & psychological testing.
6.2.1.1. The evaluation must use a variety of assessment tools and strategies
6.2.1.1.1. The specialist performing the evaluation, need to use certain diagnostic measures to evaluate the child´s skills. Such as: gross motor, fine manipulative, hearing, sight speech & language -skills-.
6.2.1.2. Developmental and social history: a full interdisciplinary team, parents & teachers, help to formulate this narrative, by answering questions, filling out checklists, & addressing the child's strengths, challenges, development.
6.2.1.2.1. Observational Records: show a child´s performance over time. Anyone who works with the child can provide information about the child's performance or issues
6.2.1.3. Remember: NO single test or evaluation can capture a child's full spectrum of strengths and challenges. Assessments give educators guidance, but aren't everything. With an assessment, you can create short-term &long-term goals for the child.
6.2.1.3.1. Tests for reading, writing and math: depending in what the student has trouble, the specialist should do that test. Each test measures different abilities, work different, and the score means something specific.
7. Assessment Is: information gathering--> review--> action
8. children who develop new specific LD or have cognitive impairment should be referred to a pediatric neurologist
8.1. Multidisciplinary Team (MDT)
8.1.1. Learning disability evaluation: includes a psychological assessment of cognitive function (IQ test) & an educational assessment of academic achievement (standardized test). Other test evaluate so called neurodevelopmental functions, emotional status, and social-family assessment.
8.1.1.1. This evaluation can be complex, involve many people, time consuming, and difficult for the child and family to understand. It can be quiet expensive also.