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Common Symptoms Of A Learning Disability
It is difficult to determine the presence of a learning disability in infants and toddlers, but by the time a child reaches preschool-age (three to four years old), some symptoms may appear.
Common Symptoms In Preschoolers
A preschooler with a
possible learning disability may:
- Begin talking later than peers
- Have trouble finding the right words when talking
- Have difficulty following instructions
- Display extreme restlessness
- Interact inappropriately with peers
- Have significant coordination problems
Common Symptoms In Elementary Students
When a child
starts elementary school, the symptoms of a learning disability may become more
obvious, and he or she may:
- Have difficulty learning the connection between letters and sounds
- Confuse simple words
- Transpose numbers or letters
- Have difficulty following simple directions
- Be impulsive and lack planning skills
- Have excessively poor handwriting and/or have trouble gripping a pencil effectively
- Have difficulty understanding the concept of time
- Speak more slowly than peers
Common Symptoms In Middle And High School Students
As
school work becomes more demanding, a child in middle or high school may
exhibit any of the above symptoms plus some of the following:
- Inability to follow lectures and/or take effective notes
- Difficulty organizing written material
- Trouble comprehending reading material
- Frustration with learning foreign languages
- Inability to understand math processes, such as equations
If you notice any of these symptoms in your child, it does not necessarily mean he or she has a learning disability. Each child learns at his or her own pace. A child who has outstanding perceptual and coordination skills, for example, may develop verbal skills at a different rate. A child who is unusually quiet or does not interact well with others may just be naturally shy.
To determine if your child has a learning disability, first rule out other possibilities. Observe him or her carefully, and keep track of any symptoms or unusual behaviors and when they occur. Consider logging symptoms in a notebook so you can discuss them with your child’s teacher, doctor or psychologist.
To help evaluate your child, ask yourself the following questions:
- When does my child typically display unusual behavior (at what time of day, in the presence of others or alone, during a certain activity, etc.)?
- How often does my child exhibit the behavior and how long does it generally last (several times a week/day, for a few minutes, for extended periods of time, etc.)?
- Where does the behavior usually occur (at home, at school, with a caregiver, at friends’ houses, etc.)?
- Does my child’s behavior seem to be influenced by others (peers, family members, caregivers, etc.)?
- Does my child’s behavior seem to be influenced by other factors (excessive tiredness, hunger, anger, etc.)?
In addition, ask your child’s caregivers and/or teachers to take note or keep a log of your child’s behavior, and relay any unusual symptoms or behavior patterns they notice. If your child is in preschool, his or her teacher can help you determine whether your child has reached certain developmental markers. If your child is in elementary or secondary school, his or her teacher(s) may observe patterns of behavior over time that indicate a learning disability. For an accurate evaluation, it is best to track behaviors for at least one month. Your child’s pediatrician can also discuss developmental milestones with you and check for vision or hearing problems which often cause symptoms that may be confused with a learning disability. Finally, remember to consider other factors that could be affecting your child’s concentration and/or behavior. Family problems, recent changes (in schools, friends, at home, etc.) or other factors can interfere with a child’s ability to concentrate and learn effectively.
Excerpted from "A LifeCare® Guide: Learning Disabilities." Copyright© 2001 LifeCare®, Inc. All rights reserved.
This publication is for general informational purposes only and it is not intended to provide any reader with specific authority, advice or recommendations. Where you deem necessary, we suggest that you seek advice regarding your particular situation from the appropriate professional.
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