Latest news with #learningdisorder
Yahoo
3 days ago
- General
- Yahoo
What to do if you think your child has a learning disorder
An estimated 1 in 5 children has a learning difference that makes it difficult to read, write and spell. Dyslexia, which makes reading and language-related tasks harder, is the most common learning disorder. According to the Cleveland Clinic, it often gets attention when children start learning to read, but it isn't always detected early. Without early diagnosis, many children struggle with reading problems throughout school and into adulthood. But it is treatable and doesn't have to stand in the way of success. A learning disorder is present when the brain takes in and works with information in a way that is not typical. It keeps a person from learning a skill and using it well. People with learning disorders by and large have average or above-average intelligence. So, there's a gap between their expected skills, based on age and intelligence, and how they do in school, per the Mayo Clinic. Those challenges are not due to other conditions such as vision or hearing problems. There are no cures for learning disorders and they are lifelong, but there are ways to help manage them. Dyslexia, which mainly affects reading and spelling, is the most common learning disorder, impacting an estimated 5% to 15% of people in the U.S. Those with dyslexia often have trouble decoding words, spelling and reading fluently. It is caused by differences in brain development and function, and often runs in families. Dysgraphia affects writing skills, causing people to write slowly, have messy handwriting or struggle with spelling because forming letters is difficult. It is often a result of trouble with motor skills, not intelligence. Dyscalculia makes it difficult for people to understand and work with numbers, from simple tasks like counting money to more complex ones such as solving algebra problems. The exact cause of dyslexia isn't clear, but some clues hint at why it happens. Genetics. Dyslexia is highly genetic and runs in families. A child with one parent with dyslexia has a 30% to 50% chance of inheriting it. Genetic conditions like Down syndrome can also make dyslexia more likely. Differences in brain development and function. If you have dyslexia, you're neurodivergent. That means your brain formed or works differently than expected. Research shows people with dyslexia have differences in brain structure, function and chemistry. Disruptions in brain development and function. Infections, toxic exposures and other events can disrupt fetal development and increase the odds of later development of dyslexia. Difficulty spelling simple words Trouble learning the names of letters Problems telling apart letters with similar shapes, such as 'd' and 'b' or 'p' and 'q' Trouble rhyming Reluctance to read aloud in class Trouble sounding out new words Trouble associating sounds with letters or parts of words Trouble learning how sounds go together Mixing up the position of sounds in a word If you suspect your child has a learning disability, Understood, a nonprofit that provides resources for people with learning and thinking differences, has some things you can do: Observe and document: Keep track of specific challenges your child is facing, such as difficulty with reading, writing or math. Note any patterns or situations where these difficulties occur. Talk to your child's teacher: Share your observations with your child's teacher and ask if they have noticed similar issues. Teachers can provide valuable insights and may suggest strategies to try in the classroom. Request an evaluation: You can request a formal evaluation from your child's school to determine if the child has a learning disability. This evaluation is usually conducted by a team of professionals and can help identify specific areas of need. Seek professional help: Consider consulting with a specialist, such as a psychologist or educational therapist, who can provide a more in-depth assessment and recommend interventions. Explore support options: If your child is diagnosed with a learning disability, work with the school to develop an Individualized Education Program (IEP) or 504 Plan that outlines specific accommodations and support. Educate yourself and your child: Learn more about the specific learning disability and talk to your child about it in a supportive way. Understanding their challenges can help them feel more confident and motivated. Dyslexia: Kids with dyslexia benefit from specialized reading instruction, such as the Orton-Gillingham approach, which uses multisensory techniques, per Understood. Schools can provide accommodations like extra time on tests and assistive technology like text-to-speech software. At home, parents can use multisensory techniques and talk openly with their child about dyslexia to help them understand and manage their challenges. Dyscalculia: While there are no formal programs like those for dyslexia, multisensory instruction can help kids understand math concepts. Schools might provide accommodations like extended time on tests and the use of calculators. Assistive technology tools, such as graphing tools and math apps, can also be helpful. Dysgraphia: There are specific teaching strategies to help with writing challenges, such as using graphic organizers and explicit instruction on writing rules. Assistive technology, like keyboarding tools, can help kids with dysgraphia. Occupational therapy can improve handwriting and fine motor skills, while educational therapy can teach strategies to manage writing tasks.
CNA
08-05-2025
- Health
- CNA
They weren't diagnosed with dyslexia. But these children still need help with learning difficulties
SINGAPORE: After her elder son was diagnosed with dyslexia, Ms Elmy Sulaiha Nasre thought her daughter, who was displaying similar symptoms, also had the learning disorder. Instead, she found out that Nur Evren Elveera, at eight years old, had another problem which could have hindered her learning ability from an even younger age. At four to five years old, Evren's speech had been unclear. She had difficulties with alphabets, including flipping them around in her writing, her mother told CNA. The 37-year-old therapy assistant hired a private tutor for Evren and sent her to be formally assessed by the Dyslexia Association of Singapore (DAS) - the main organisation here providing support for those with learning challenges. A little over a year ago, the DAS opened its services to students without a formal diagnosis of a learning difference. As of April, this group of students now makes up around 5 to 6 per cent of DAS' total enrolment, or 158 out of 3,000 students aged six to 16 across all of its programmes. The association said it was heartened by the steady flow of students without a diagnosis but still applying for intervention. It expects these numbers to eventually make up 30 per cent of total enrolment. Speaking to CNA, two representatives said DAS acknowledged the "good number" of students who do not meet the diagnostic criteria for dyslexia but who have similar learning challenges. "This group is presently underserved and the DAS approach to education will also benefit these students ... These students who struggle to learn should be supported regardless of their diagnosis," said Ms Serena Tan Abdullah and Ms Pearllyn Kang. Ms Abdullah is lead educational therapist and deputy director of DAS' english language and literacy division, while Ms Kang is assistant director of specific learning differences assessment services. 03:03 Min WHY SOME FALL SHORT OF A DIAGNOSIS Dyslexia is a lifelong learning difficulty which affects skills involving accurate and fluent reading and spelling. It can be attributed predominantly to a deficit in phonological awareness, or the ability to work with speech sounds in languages. Principal educational psychologist at Promises Healthcare Tan Su-Lynn said dyslexia is typically identified through a combination of screenings, observations and formal assessments. Possible signs - especially in children - include difficulties in sounding out words; slow, laboured reading; struggles with spelling; reversed letters; avoidance in reading aloud; and taking longer for written assignments, she added. In 2021, the Education Ministry (MOE) said in a parliamentary reply that all students are screened in Primary One so that those with weak language and literacy skills receive early intervention. If their difficulties persist, then they receive further screening for dyslexia identification. Data from 2016 to 2019 showed that about 3.5 per cent of Primary 3 students were reported as having dyslexia. In Secondary 1, about an additional 1 per cent of the cohort were reported with dyslexia. "The proportion of students with dyslexia in Singapore is within the international prevalence of between 3 per cent and 10 per cent," said MOE then. At DAS, dyslexia is diagnosed through a psycho-educational assessment of a student's strengths and weaknesses. It also evaluates the common characteristics underlying dyslexia, such as phonological processing, reading and spelling skills. The two DAS representatives stressed the importance of early and timely intervention for a child. However, attempting to detect the condition sooner comes with its own challenges. Literacy skill acquisition can vary from young child to child. Some might have language difficulties simply due to poor instruction or lack of exposure, Ms Abdullah and Ms Kang said. Yet if not assessed early on, children could develop strategies that mask the condition. "Children are adaptable and resilient, and when they continue to struggle, they develop coping strategies to compensate for their difficulties," said Psych Connect's senior ADHD (attention-deficit hyperactivity disorder) and executive functioning coach Zainab Shaukat. Promises Healthcare's Ms Tan said highly intelligent children, or those with strong memory skills, may memorise words or make guesses based on context, rendering their struggles less visible in the early years of schooling. "As a result, their challenges might only surface much later, when academic demands increase such as when they are introduced to more complex tasks like comprehension or composition writing," she said, adding that such children may fall through the cracks. Compounding the issue is how dyslexia co-exists or overlaps with other conditions like ADHD or speech and language impairment, as all the experts CNA spoke to noted. "There may be times when adults working with these children miss signs and attribute the literacy difficulties to other concerns," said DAS' Ms Abdullah and Ms Kang. Dr Zainab said: "This is why a comprehensive assessment, done by an experienced professional ... is monumental in the accurate diagnosis." In Evren's case, her assessors found that her right ear's impaired hearing from birth was the main problem hindering her ability to absorb speech and articulate, said her mother Ms Elmy. Because Evren only got a hearing aid at around four years old, she ended up missing out on a window period for learning. SUPPORT SYSTEM Ms Tan, the psychologist, pointed to a network of special educational needs officers, teachers and learning support coordinators working together to help those who don't meet the criteria. "Schools are increasingly adopting a needs-based approach, where support is provided based on the student's profile and not solely on labels," she said. She noted how tech tools - spanning the likes of text-to-speech as well as speech-to-text software, audiobooks and reading apps with dyslexia-friendly fonts - can make reading and writing more accessible to those with learning difficulties. Dr Zainab said one could still receive educational therapy, even without a diagnosis. Teaching staff in schools should be trained to identify a struggling child and to provide them with the right support, she said. In October last year, MOE said in a parliamentary reply that the number of special educational needs officers in mainstream schools increased from around 450 in 2017 to about 680 as of July 2024. All teachers have also been trained to have at least a basic understanding of special educational needs and capabilities, the ministry added. Additionally, five to ten teachers in every mainstream school have attended a 130-hour course upon which they are designated as Teachers Trained in Special Needs. These educators have "deeper expertise and can share effective pedagogical practices with other teachers to support students with more complex needs", said MOE. As for Evren, since she was not formally diagnosed with dyslexia, she was not offered a targeted group class in her school, unlike her 10-year-old elder brother. Instead, her teachers sat her in front of the classroom in an attempt to help her absorb lessons better. They also check in on her to see if she's able to follow lessons. Outside of school, Evren has also been enrolled into DAS' IReaCH programme, which aims to help with reading, comprehension and writing. The association, on its part, is shoring up efforts to support students with learning difficulties. In February, it opened its second largest learning centre at Toa Payoh, bringing the total number of centres to 12. DAS also received a S$300,000 donation at the same time, to be given out as bursaries to help students from low-income families - who have either been diagnosed with dyslexia or have other learning difficulties. With all the additional support, Evren is now academically nearly on par with her peers. She no longer writes letters in reverse, her relieved mother said. Ms Elmy is glad that her daughter is benefitting from DAS' expanded scope, and now coping well despite a delayed start.
