A learning disability is often called the “hidden handicap” because in many cases the problem is not recognized until it is too late. Learning-disabled children and young adults are frequently seen as lazy or unmotivated when they are not able to learn easily in a classroom environment. Most often such difficulties could be due to a learning disability.

What is a learning disability?

It may be described as a “”disorder in one or more of the basic psychological processes involved in understanding or in using language (spoken or written), which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. The term includes such conditions as perceptual disability, minimal brain dysfunction, dyslexia and developmental aphasia.”

A child with a learning disability is of average to above average intelligence and yet has difficulty in sorting and organizing information that is received through their senses.

Possible difficulties faced by a child with a learning disability

No two children will have all of the same difficulties. However, a child with a learning disability can have problems in one or more of the following skill areas:

• language
• number
• memory
• perception
• motor coordination
• organization
• social skills
  

A learning disability is a permanent handicap that the individual needs to learn to cope with throughout his or her lifetime.

Identifying children with learning disabilities

Typically, a learning disability surfaces when the child is around six years old, when reading, writing and number skills begin in a formal school setting.

The following is a checklist of the most common characteristics which both parents and teachers should find useful in identifying learning-disabled children. On its own, any single characteristic is not a clear sign of the presence of a learning disability, and some are common in the very early stages of reading and writing, however many learning disabled children will display clusters of these symptoms which persist long after they should have outgrown them.

READING

• Holds book too close
• Word caller
• Points to words
• Word reversals
• Word substitutions
• Skips complete words
• Sees double
• Rereads lines
• Does not read fluently
• Vocalises during silent reading
• Poor comprehension when reading aloud
• Skips lines while reading
• Lacks skills for sounding out words
• Eye regressions
• Omits ending consonants when reading aloud
• Moves head when reading
• Loses place when reading
• Poor tracking and eye scan
• Frowns when reading
• Excessive eye blinking
• Closes or covers one eye
• Squinting
• Burning or itching of eyes
• Eye rubbing
• Visual closure problems
• Inability to focus properly
• Sights with one eye
  

WRITING

• Handedness not clearly established
• Lacks automatic response to alphabet
• Lacks spacing between words
• Letter reversals
• Improper position of paper
• Variation of letter heights
• Inability to write on the lines
• Grips pencil awkwardly or too tightly
• Moves paper or body when writing
• Pressure points in writing
• Finger writing
• Poor closure of letters
• Poor organization of thoughts
• Poor grasp of writing mechanics

VERBAL AND AUDITORY

• Listlessness
• Frequent illness, allergies, and asthma
• Faulty pronunciation
• Unnatural pitch of voice
• Speaks too loudly
• Inability to follow more than one instruction at a time

SPELLING

• Omission of initial or final letters
• Auditory perception problems
• Better oral spelling than written
• Letter reversals
• Inability to distinguish between long and short vowels sounds
• Confusion of consonant pairs: d – b, m – n, f – v, d – t, p – d, s- z

MATHEMATICS

• Reverses numbers
• Inability to transfer in computation
• Difficulty with story problems
• Poor digit memory
• Difficulty learning to tell time
• Poor number concept
• Inability to respond automatically to basic math facts at appropriate level
• Difficulty in memorizing multiplication tables

SOCIAL AND EMOTIONAL SKILLS

• Hyperactive
• Over-reactive
• Poor self-esteem
• Limited attention span
• Poor peer relations
• Attention-seeking behaviour

ORGANIZATIONAL SKILLS

• Lack of routine
• No sense of time
• Lack or order and structure
  
  

(Checklist adapted from Sister Sibyllina Mueller O.D.’s from Observable Symptoms to Remediation.)

Importance of Early Intervention

If a child is having learning difficulties, it is advisable to seek help early, before the educational programme becomes more demanding.

Appropriate remedial methods based on the child’s educational needs and style of learning will help him to cope within the demands of mainstream academic programmes.

A vital factor in coping with this “hidden handicap” is the child’s emotional well-being. The support and encouragement of family, friends, and teachers will give a child with a learning disability the necessary courage to achieve his or her ambitions in life.

Kishani Gunewardene, BA (Education) and Kumari Wickremeratne, MA (Psychology)

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Dr. Leo Kanner, an American psychiatrist, first described autism as a distinct syndrome in 1943. This life-long disability which affects social interaction and communication, as well as cognitive ability, usually appears when children are between two and five years old and affects approximately five children in every 10,000. It is four times as likely to occur in boys as in girls and it has been found throughout the world in children of all ethnic and social backgrounds.

Autism is sometimes referred to as having a “spectrum” of conditions ranging from very mild to severe. Thus children with autism display a great range of intellectual functioning, with about 60% having an IQ below 50. Children with the mildest forms of autism are often barely distinguishable from children not on the autism spectrum, and are frequently able to function in a mainstream classroom with minimal support. On the other end of the spectrum, children may display severe physical and cognitive disabilities. Approximately a third of cases will have at least one epileptic fit before adulthood.

Causes

There is no medical consensus on the causes of autism, and many doctors believe that multiple factors may play a role in the development of autism in different children. Autism is now thought to be an organic disease of the brain and not a psychological disorder.

Some researchers have found abnormalities in the brain structure and function of individuals with autism that may be the result of certain types of infections during early infancy. Illnesses in the mother or chemical exposure during pregnancy may also turn out to be linked to later autism.

Other researchers have found biochemical imbalances in autistic children and there is even evidence of genetic predisposition in some cases of autism.

Characteristics

There is no cut-and-dried medical test to diagnose autism. Diagnosis is based on observing behaviour, usually by 30 months of age. Some common features of this syndrome are given below. It should be noted, however, that all these characteristics need not be present for a diagnosis of autism.

• The child is not “cuddly” and may be indifferent or even dislike physical contact and affection.
• Is aloof and makes little or no attempt to communicate or engage with his or her surroundings or with other people, including parents and other children.
• Rarely or never makes eye contact—looks away from or past other people.
• May be either hyperactive (over-responsive to stimuli) or hypoactive (under-responsive to stimuli).
• May act deaf despite no medical evidence of hearing loss, or otherwise not respond appropriately to sounds.
• Has an unusual or obsessive attachment to or use of certain objects, such as spinning any object he or she comes in contact with or tearing paper.
• Displays self-stimulating repetitive movements such as rocking, hand flapping or finger-licking.
• Is resistant to change of any kind in his or her environment or routine.
• Lacks fear of real dangers like fire or the sea.
• May display a total lack of language or difficulties with both receptive and expressive language.
• May display inappropriate emotional behaviour such as giggling, crying or aggression for no apparent reason.

Early Intervention

There is no known cure for autism. Some medications, such as anti-depressants and anti-seizure drugs, have been shown to help in some cases. Dietary restrictions and behavioural therapy have also been used to control symptoms in some individuals with autism. Thus, treatment should concentrate on employing special methods of education both at home and at school, in the following areas:

• Developing eye contact
• Encouraging interaction with others
• Teaching self-help skills
• Discouraging repetitive behaviours whilst encouraging constructive behaviours
• Developing communication skills

It is vital that autistic children receive the necessary interventions as early in like as possible in order to achieve his or her highest potential.

Kumari Wickremaratne

Associate Director and in-house Psychologist, Children’s Resource Centre and Chitra Lane School for the Special Child.

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What kind of discipline?

Self-discipline is the only kind of discipline that is really worthwhile. The outside kind that makes sure that children “do as they’re told” can’t keep them on the straight and narrow when they are on their own without adult supervision.

Good discipline is more about understanding than obedience. It’s convenient if children obey the thousand and one (often trivial) do’s and don’ts adults shower over them. However, in the long run it matters much more if they understand the principles on which all those rules are based.

Children gradually take those principles inside themselves as their own understanding of right and wrong, which they will one day use a part of their own conscience to t ell themselves what they should and should not do.

The long route to self-discipline starts with “show and tell”, with the positive force of a loving relationship between parents and children in which parents assume that children want to behave well. Show your children how they can have a nicer time if they behave well, so they will do the same in the future when they are on their own.

This is very different from external discipline that relies on the negative use of parental force, which assumes that children must be coerced into behaving well, waits for them to misbehave and then punishes them. No parent ever practices 100% positive or negative discipline with his or her children—we all use both of them in different circumstances.

Practicing positive parenting

Positive parenting includes positive discipline. The more effort, energy and imagination you invest into being a parent, the more you will get out of it. The more positive you can be with your children, the less tension there will be in your home ad closer you will feel to each other.

While positive discipline is not exactly an easy option, it works so much better than the negative kind. You no longer have to choose between nagging (which makes you feel helpless) and smacking (which makes you feel horrible).

If you are thinking of giving positive parenting a try, here are some basics to get you started:

• Your children are people just like you. You will never go wrong if you do as you would be done by.
• You do not have to earn your children’s love and respect. You already have it. For children, their parents are perfect.
• Your children want to be like you. They will be influenced by who you are and how you behave. If you are aggressive towards them, they will be aggressive in turn towards others.

Get positive about punishments and rewards

A lot of people think that discipline means punishment, and punishment means hurting or humiliating children. There is nothing positive about punishment. Hence positive discipline does not rely heavily on any kind of punishment, especially not on physical punishment like smacking or spanking children or locking or tying them up, which are the most negative of all.

Physical punishments are worse than useless at teaching children how to behave. Here’s why:

• Physical punishment makes children much too angry to be sorry for what they have done.
• Physical punishment can be dangerous and permanently injure a child.
• Physical punishment can easily escalate from small smacks to large blows.
• Physical punishment creates a terrible model for children to follow.

If you as a parent use your superior size and strength to get your way by force, why shouldn’t they do the same thing?

Attention: your most powerful and positive tool

If small children could have their way, they would have their parents’ full attention all the time, and all to themselves! They cannot have their way, of course, since you have other things to do. However, as the parent’s attention diminishes, children continue to seek it and will not care whether they get attention for being naughty or for being good.

Because children seek their parents’ attention, receiving it is a reward and being ignored is a punishment. But do your children get more attention when they behave well or when they behave badly?

Lots of busy parents and teachers operate on “let sleeping dogs lie” principle, ignoring children when they are not causing trouble and paying attention when they misbehave. Used in that way, attention rewards children for causing trouble instead of being good. It can leave well-behaved children wondering what they have to do to get their share of attention.

Make sure that your children’s good behaviour earns them your attention and praise, while ignoring inappropriate behaviour. Save time on scolding and spend it on praising. It may not work all the time, as all forms of bad behavior cannot be ignored.

Setting limits and making them stick

A child’s freedom partly depends on somebody giving him or her secure boundaries. Limits mark out our space from other people. Thus freedom depends on being able to set limits and ensuring that those limits are well observed.

The limits on adult behaviour in a democracy like ours are mostly set out in laws and regulations that everyone is expected to follow. Children need additional boundaries to keep them safe until they are old enough to look after themselves, to control them while they develop self-control, and to make sure they don’t violate their own or others’ space while they learn vital lessons for living in society.

From positive discipline to self-discipline

What a child learns to do for him or herself tomorrow is based on what you teach them today. While you control their behaviour, you are helping them learn to control themselves. When you explain the ethical principles that lie behind your everyday discipline, such as honesty, justice, and respect for others, you are offering your own value system to your children. They will absorb your values and test them out in adolescence. They might possibly reject some, but will make the rest part of their own value system in adulthood.

Positive discipline is not easy, but it is no more difficult than the negative kind, and it is far more effective. Both parents and children have a lot more to gain over the long run.

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Looking for tips from parents who have successfully navigated the childhood years?So were some researchers who asked a large group of parents what advice they would give other parents about raising children. The parents who took part in the research project had “successfully” raised their own children. Those children, now over 21, were considered to be successful, productive adults adjusting well to the challenges of life.

1. Love abundantly

The most important thing you can do is love your children and show them that you really care about them. Even when pre-teens are acting “unlovable” or saying they don’t need to be loved, they still need to know that they are loved so to make sure that you show it. Such love gives children a sense of security and belonging and helps smooth out the rough edges of the middle years. When you regularly express your affection, your children are unlikely to wonder if they are loved.

2. Discipline constructively

It is also important to give clear directions and set limits of children’s behavior, even when they are older. “Say what you mean and mean what you say” was the advice of parents in the survey. Children get the message when you set up a few simple rules, spell them out clearly in advance, and enforce them consistently. When discipline is necessary, try to exercise it in a calm but firm manner. Follow through and if your children try to talk you out of it, have the courage to stand firm.

3. Tend to personal and marital needs

It’s important to put your own life in order. To get along well with your children, you first need to be comfortable with yourself and your spouse. Remember to take care of your own needs and not sacrifice everything else for the sake of your children. In addition, love and respect between husband and wife provide children with needed security. By expressing warmth and tenderness in your marriage, you will foster love and affection in the hearts of your children. Parents in the survey suggest that you “put your marriage first, for a happy mother and father are most likely to have happy children”. If you are single, it is important to uphold relationships that are important to you.

4. Teach right from wrong

When you actively teach your children basic values and good manners, they are more likely to identify right from wrong when they are on their own. Show them how to treat others with kindness, respect and honesty. By assigning chores at home, you can provide opportunities for them to be responsible members of a community. Most important of all is the example you set for your children through your own actions. Children tend to model their behavior on what they see at home.

5. Offer guidance

When your children have problems and you want to offer guidance, be brief—it’s not necessary to make a long speech. Also make it clear that you expect them to think through problems and come up with solutions themselves.

6. Foster independence

Gradually give your children more and more freedom or control over their own lives. Let them make minor decisions at first. As trust builds, give them more independence. “Phase yourself out of the picture,” one parent said, “but always be near when they need you.”

7. Really listen

“No matter how busy or involved you are,” said one parent in the survey, “listen to your child as a person.” When you listen, you also encourage your children to express their feelings—both good and bad—without fear of judgement or losing your love.

8. Develop mutual respect

“Insist that all family members treat each other with respect,” parents said in the survey. It’s important to be polite, apologise when you are wrong, show interest in your children’s activities, and be willing to trust their judgement. In return, you deserve your children’s respect. When husbands and wives treat each other with respect and kindness, they increase the chances that their children will do likewise.

9. Be realistic

As your children reach the teen years, outside influences and peer pressure increase dramatically. During those years, pre-teens and teens need opportunities to make some choices on their own; making choices helps children grow and mature. They will make mistakes and they will learn from their mistakes. Take comfort in the fact that parents also make mistakes. Parents in the survey reaffirmed the saying that child rearing is a series of “tough times and tender moments”.

10. Spend time together

Setting aside time together for parent-child activities is important. Find time to talk to one another. Teach your children practical skills, such as cooking or repairing things. Plan for shared family activities—regular outings, special family dinners, and holidays. One parent said, “You can’t fool children by giving then TV, electronic games or toys. There is no substitute for a parent’s time and attention.”

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