specific learning disorder

What is specific Learning Disorder?

it is the difficulty significantly interferes with academic performance, hindering their progress and achievement of educational plans. The most common are reading (dyslexia), writing (dysgraphia) and calculation (dyscalculia) and it is important to differentiate it from the Pervasive Disorders Development, as they define only three areas, not so much in behavior, communication, cognition, socioemotional .?, etc.

What features does

There are different degrees of involvement and different areas can interfere; affecting reading, writing or mathematics.

They are usually boys and girls with difficulties in receiving, processing, analyzing and / or store information, resulting in difficulty reading, writing, spelling or solve problems.

Studies show that is not related to intelligence, motivation and learning ability. Specific deficits, if left untreated, affect learning in general and lead you to negative experiences that end up affecting their motivation and self-esteem.

What the DSM-V says about the TEA

According to the DSM-V, the diagnostic criteria are:

A. Difficulty in learning and the use of academic skills, as evidenced by the presence of at the least one of the following symptoms have persisted for at least 6 months, despite interventions aimed at these difficulties:

• 1 Reading vague words or slowly and with effort (eg, read single words into speech.. high incorrectly or slow and uncertain, often guess words, difficulty in expressing words well)
• 2. . difficulty comprehending meaning of what is read (eg, a text can be read accurately p ero not understand the sentence, relationships, inferences or deep sense of reading)
• 3.. orthographic difficulties (p . G., Can be added, omitted or replaced vowels or consonants)
• 4. . Difficulties with writing (eg.. makes grammatical errors or multiple score in a prayer organized evil paragraph, the written expression of ideas is not clear)
• 5. difficulty mastering the numerical sense, the numerical data or calculation (eg misunderstands the numbers, their magnitude and their relationships, has fingers to add numbers to a single digit instead of remembering the mathematical operation as they make their peers, is lost in computation and can exchange procedures)
• 6. Difficulties mathematical reasoning (p.. g., has great difficulty in applying the concepts, facts or mathematical operations to solve quantitative problems)

  B. academic skills affected s are substantial and quantifiable degree below expected for chronological age of the individual, and significantly interfere with academic or occupational achievement or with activities of daily life, which are confirmed by measurements (tests) standardized individually administered and comprehensive clinical evaluation. In individuals aged 17 and older, the documented history of the difficulties of learning can be replaced by standardized assessment

  C. . The learning difficulties begin at school age but can not fully manifest until the demands of academic skills affected outweigh the limited individual (p. eg capabilities. in scheduled exams, reading or writing complex reports and long for a date limit can not be postponed, too heavy academic tasks)

  D . learning disabilities are not better accounted for intellectual disabilities, visual or hearing disorders uncorrected, other mental or neurological disorders, psychosocial adversity, lack of proficiency in the language of academic instruction or inadequate educational guidelines

  . Note: You must meet the four diagnostic criteria based on a synthesis Clíni ca history of the individual (of development, health, family, education), reports school and psychoeducational evaluation.

  
  

  How do we work?

  When given a Disorder specific Learning , detecting it at an early stage can work through psychopedagogical reeducation and can get very good results through the acquisition of technical individualized . By contrast, the non-detection can lead to a major school delay and adversely affect the development of the person.

  We focus therefore on re-educating the boy to acquire tools and be academically developed, taking advantage of their strengths and addressing from another perspective weaknesses. For this, individual sessions are conducted with an expert in learning difficulties. & Nbsp;

  It is also important counseling families and schools, since working together will be important to meet the specific challenges of each child or young person and create methodological adaptations or curricular, if necessary.

  If you identify someone with here have described, contact us to be informed and look what kind of intervention can get better and get to work.