Sensory integration is a theory that explains why children respond in a certain way to touch, sounds, and other senses. Some children have sensory integration dysfunction, which influences their behavior. Learn about this disorder and how to treat it.
John Wills Lloyd, who has been at the University of Virginia’s Curry School since 1978, began his career teaching children with learning and behavior problems in southern California in the 1960s. He completed Ph.D. studies at the University of Oregon in 1976. His research focuses on improving students’ outcomes. Below John writes about subtyping LD. You can follow all of John’s posts at LD Blog(opens in a new window).
Many parents and educational professionals confuse ADHD and LD. Is ADHD a form of LD? No. Each is distinctive neurologically-based disorder. Each is recognized and diagnosed differently. Each is treated in a different way. The treatment for ADHD will not correct an LD. The treatment for LD will not help ADHD. Of importance is that about 30 to 40% of individuals with LD will also have ADHD. Thus, if you find one problem it is important to look for the other.
If your child or student is a “poor” listener, frequently misunderstands speech, and has difficulty following directions, read this article. Learn symptoms of Central Auditory Processing Disorder, how it is diagnosed, and what can be done about it.
As parents you are familiar with the term learning disability. Yet, it seems that there are so many types, and each educator or other professional you work with uses different terms or ways to describe your son or daughter. The following outline might be helpful in putting these terms and concepts in perspective.
If you think your child might have a learning disability, this article can help. With early intervention, children with learning disabilities can learn strategies to achieve as well as other children do. Organizing information about your child will help you to monitor progress. This information will be valuable in planning for your child.
National Information Center for Children and Youth with Disabilities
About 10 million children have difficulties learning to read. Children with reading difficulties stop and start frequently, mispronouncing some words and skipping others entirely. In the later grades, when children switch from learning to read to reading to learn, reading-impaired children are kept from exploring science, history, literature, mathematics and the wealth of information that is presented in print.
Children may struggle with reading for a variety of reasons. This article provides an overview of these reasons, including limited experience with books, speech and hearing problems, and low phonemic awareness.
Knowing which children are more likely to be at risk for reading problems allows for early intervention to prevent the majority of these problems from developing. Learn what group and individual factors make certain children at risk.
