Characteristics of Learning Disabilities and Gifted

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What is a Learning Disability? Definition and Facts About Learning Disabilities

“A disability in learning exists when a student's overall ability to learn is average or higher, but his skills in one or more academic areas is significantly weaker. Learning disabilities are typically diagnosed when a student's intelligence, or cognitive ability, is significantly better developed than his ability to learn specific skills. This way of diagnosing a learning disability is typically referred to as the "aptitude achievement discrepancy" method.

This is usually determined through assessment to determine the child's intelligence quotient, or IQ score, and his achievement test scores in specific academic areas of reading, math, and written language. Learning disabilities also include disorders of language processing, listening comprehension, and oral expression.

A complete review of the student's educational history is conducted to rule out other possible explanations for the difference in skill development and IQ before a learning disability is diagnosed.

Early detection and intervention for learning disabilities is critical.”

learningdisabilities.about.com/od/whatisld/a/whatissld.htm

Learning Disabilities

TYPES, SYMPTOMS, AND INTERVENTIONS

www.helpguide.org/mental/learning_disabilities.htm

Does My Child Have a Learning Disability?

www.learningdisabilitiesinfo.com/symptoms.html

Understanding Learning Disabilities and ADHD for Teachers

www.ldanatl.org/aboutld/teachers/index.asp

Gifted Students with Learning Disabilities: A Review of the Issues

www.ldonline.org/article/6074

HOAGIES Twice Exceptional (Gifted w/ Learning Disability)

www.hoagiesgifted.org/twice_exceptional.htm

Common Signs of Learning Disabilities

www.ldonline.org/ldbasics/signs

Preschool

· Speaks later than most children

· Pronunciation problems

· Slow vocabulary growth, often unable to find the right word

· Difficulty rhyming words

· Trouble learning numbers, alphabet, days of the week, colors, shapes

· Extremely restless and easily distracted

· Trouble interacting with peers

· Difficulty following directions or routines

· Fine motor skills slow to develop

Grades K-4

· Slow to learn the connection between letters and sounds

· Confuses basic words (run, eat, want)

· Makes consistent reading and spelling errors including letter reversals (b/d), inversions (m/w), transpositions (felt/left), and substitutions (house/home)

· Transposes number sequences and confuses arithmetic signs (+, -, x, /, =)

· Slow to remember facts

· Slow to learn new skills, relies heavily on memorization

· Impulsive, difficulty planning

· Unstable pencil grip

· Trouble learning about time

· Poor coordination, unaware of physical surroundings, prone to accidents

Grades 5-8

· Reverses letter sequences (soiled/solid, left/felt)

· Slow to learn prefixes, suffixes, root words, and other spelling strategies

· Avoids reading aloud

· Trouble with word problems

· Difficulty with handwriting

· Awkward, fist-like, or tight pencil grip

· Avoids writing assignments

· Slow or poor recall of facts

· Difficulty making friends

· Trouble understanding body language and facial expressions

High School Students and Adults

· Continues to spell incorrectly, frequently spells the same word differently in a single piece of writing

· Avoids reading and writing tasks

· Trouble summarizing

· Trouble with open-ended questions on tests

· Weak memory skills

· Difficulty adjusting to new settings

· Works slowly

· Poor grasp of abstract concepts

· Either pays too little attention to details or focuses on them too much

· Misreads information

Gifted Children with Attention Deficit Hyperactivity Disorder

Differences in gifted children and non-gifted children with ADHD

www.ldonline.org/article/5631

Characteristics of Gifted Children

giftedkids.about.com/od/gifted101/a/giftedtraits.htm

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Characteristics of Learning Disabilities and Gifted

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