How Many Learning Disabilities Are There? An Exhaustive Guide

Learning disabilities affect millions, but How Many Learning Disabilities Are There? This is a question LEARNS.EDU.VN aims to answer comprehensively. Understanding the different types of learning disabilities and related learning differences is crucial for effective support and intervention.

1. Understanding Learning Disabilities: An Introduction

Learning disabilities are not a reflection of intelligence but rather affect how the brain processes information. Individuals with learning disabilities may struggle with specific academic skills, but with appropriate support and strategies, they can achieve their full potential. LEARNS.EDU.VN offers resources and guidance to help individuals and educators navigate the complexities of learning disabilities, emphasizing that neurodiversity deserves to be celebrated and understood. Exploring learning styles, personalized learning, and inclusive education is paramount.

2. The Historical Perspective on Learning Disabilities

The exploration of learning disabilities and Attention Deficit Hyperactivity Disorder (ADHD) has spanned over a century, sparking substantial academic inquiry. The understanding and recognition of these cognitive variances have evolved significantly, particularly influenced by breakthroughs in brain research conducted between 1930 and 1960. These discoveries established the groundwork for what is now known as the study of learning disabilities.

Alfred Strauss and Laura Lehtinen pioneered the field by introducing the concept of the “brain-injured child,” marking an initial step towards understanding neurological impacts on learning. The contributions of two scientists are foundational:

• Adolf Kussmaul (1877): This German neurologist was the first to pinpoint reading disability, naming it “word blindness.” He clarified it as a state where individuals possess intact vision, intellect, and speech yet struggle with reading comprehension.
• Berlin (1887): Approximately a decade after the introduction of “word blindness,” Berlin coined the term “dyslexia” to specify the challenges associated with reading.

Pringle Morgan’s contribution to the Learning Disability (LD) construct laid the groundwork for understanding and dealing with the complex problems related to it. His article, “A Case of Congenital Word Blindness” (Morgan, 1896), sparked research and created a basis for the study of additional LD cases in order to further explore studies on the definitions and identification tools of LD. Samuel A. Kirk was the first Psychologist to use the term “learning disability” in 1963 in Chicago at an education conference.

ADHD first appeared in 1968 in the Diagnostic and Statistical Manual (DSM) as “hyperkinetic impulse disorder.” Awareness and research into learning disabilities and ADHD issues have exploded since 2000, and the DSM-5 expanded its definition of the phrase “specific learning disorder” in 2013.

3. The Challenge of Classifying Specific Learning Disabilities (SLDs)

Specific Learning Disability (SLD) is a clinical diagnosis that might not always align perfectly with the educational definition of “learning disabilities.” The educational system might identify certain learning deficits in children that do not meet the criteria for a DSM-5 clinical diagnosis of SLD.

Diagnosing learning disabilities involves both educational and medical viewpoints. The Individuals with Disabilities Education Act (IDEA), a piece of federal special education legislation, offers the most widely used definition from an educational standpoint. The American Psychiatric Association’s Diagnostic and Statistical Manual for Mental Disorders (presently the DSM-5 and formerly the DSM-IV) defines LD from the medical perspective. The definitions of LD employed by professionals in educational and medical settings have a substantial amount of overlap.

The Individuals with Disabilities Education Act (IDEA) defines a specific learning disability as a condition affecting one or more of the fundamental psychological processes needed to comprehend or use language, whether spoken or written. This condition manifests as an inability to listen, think, speak, read, write, spell, or carry out mathematical computations. This category includes perceptual impairments, brain damage, moderate brain dysfunction, dyslexia, and developing aphasia. It makes it plain that specific learning impairments are not mainly brought on by visual, auditory, or motor impairments, intellectual disability, emotional disturbance, or unfavorable environmental, cultural, or economic circumstances.

4. DSM-5 Diagnostic Criteria for Specific Learning Disabilities

According to the DSM-5, SLD is a neurodevelopmental disorder that impairs the capacity to learn or use particular academic abilities (such as reading, writing, or arithmetic), which serve as the cornerstones for all subsequent academic learning. Difficulties in learning are “unexpected,” despite the fact that the rest of the child’s development seems to be normal. While early indicators of learning impairments (such as difficulties learning letters or counting objects) may occur in preschool, they can only be reliably identified after formal education starts. The manner in which SLD manifests itself makes it abundantly clear that it typically lasts into adulthood and is regarded as a cross-cultural and chronic illness, albeit with cultural differences and developmental shifts in children.

The diagnosis of a specific learning disorder, according to the DSM-5, includes the following symptoms:

1. Persistent difficulties in reading, writing, arithmetic, or mathematical reasoning skills throughout formal school years can be identified by symptoms such as inaccurate or slow and effortful reading, poor written expression, difficulties remembering number facts, or inaccurate mathematical reasoning.
2. Current academic skills must fall significantly below the typical range of scores on reading, writing, and arithmetic tests that are linguistically and culturally appropriate. As a result, a dyslexic person must read with substantial effort and in a manner that differs from that of a typical reader.
3. Learning challenges emerge in the early years of schooling.
4. The individual’s difficulties must significantly impair academic success, job performance, or daily activities, and they must not be explained by developmental, neurological, sensory (vision or hearing), or motor disorders.

Categorical classification techniques are utilized in both basic research and clinical practice to choose groups of children for more study or clinical intervention. The DSM does not limit the diagnosis to reading, math, or written expression, but more broadly defines difficulties in attained academic skills, with the possibility of specifying the more traditional areas by broadening the category into a single overall diagnosis when taking a different approach to LDs. According to DSM-V, SLD is diagnosed following a clinical review of an individual’s history, teacher reports, academic records, and responses to interventions. In order to classify the child as having LD, difficulties must be persistent, scores must be substantially below the range on appropriate measures, and the issues cannot be better explained by other disorders. The impairment in achievement, occupation, or activities of daily living must be significantly present.

5. A Look at the Classification of Learning Disorders

Learning challenges are classified at various levels, including categorizing children as LD, typically achieving, or mentally inferior, and within LD, as reading-impaired versus math-impaired. LD is distinguished from types of low achievement that are expected due to emotional disturbance, social or cultural disadvantage, or inadequate instruction, and is identified as a particular type of “unexpected” low achievement across classes of presumed childhood conditions that produce underachievement.

LD is rarely conceptualized as a single disability in any federal or non-federal classification; rather, it is represented as a broad category that includes difficulties in any one or a combination of academic disciplines. The federal definition of 1968 specifies seven domains: (1) listening; (2) speaking; (3) basic reading (decoding and word recognition); (4) reading comprehension; (5) arithmetic calculation; (6) mathematics reasoning; and (7) written expression. The inclusion of these seven aspects of impairment in the federal classification assures that the LD category encompasses a wide range of learning issues and that the very diverse learning problems should be grouped together. Even today, many studies simply label groups of students as “learning disabled,” despite mounting evidence that LD correlates with poor reading, math, and other subjects.

6. What Are The Different Learning Disabilities? A Detailed Overview

So, how many learning disabilities are there? Many mental health professionals, including the Learning Impairments Association of America, consider the seven disorders listed below to be unique learning disabilities. They identify Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) as related but distinct learning disorders that impact learning. LEARNS.EDU.VN recognizes that the specific number can vary depending on diagnostic criteria and evolving understandings, but these seven are most commonly recognized:

1. Dyslexia
2. Dysgraphia
3. Dyscalculia
4. Auditory processing disorder
5. Language processing disorder
6. Nonverbal learning disabilities
7. Visual perceptual/visual motor deficit

Let’s delve into each of these.

6.1. Dyslexia: Decoding the Challenges of Reading

Dyslexia (also known as reading disability), is a specific learning disability that affects reading and related language-based processing skills. It’s the most common learning disability, accounting for at least 80 percent of all LDs. It can affect reading fluency, decoding, reading comprehension, recall, writing, spelling, and sometimes speech, and can exist along with other related disorders. However, the severity can differ in each individual and dyslexia sometimes is referred to as a Language-Based Learning Disability.

The word “dyslexia” is of Greek origin, meaning “impaired”. Lyon et.al (2003) defined dyslexia as a SLD that is neurobiological in origin and characterized by difficulties with inaccurate word recognition and poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language.

Reading impairments are thought to be caused by phonological processing problems. Individuals with reading impairments frequently struggle to decode words into separate sounds and/or blend sounds together in order to read words fast and properly. These decoding issues frequently lead to reading comprehension issues. During reading, Magnetic resonance imaging (fMRI) reveals a different brain activation profile confirming the etiology of Dyslexia to be neurological and genetic causes. The left side of the brain is activated by three systems: an anterior system in the left inferior frontal region that affects phoneme production (articulating words silently or out loud), a left parietotemporal system that analyses the written word, and a left occipitotemporal system that performs automatic word recognition. Dyslexic youngsters, on the other hand, show decreased activation in both posterior systems (left temporoparietal, left occipitotemporal), as well as increased activity in the left inferior frontal gyrus, right temporal, and tempoparietal regions. As a result, individuals continue to struggle to read unexpected words because they rely more heavily on right-sided posterior brain regions to read via memorization rather than sound–symbol links.

According to research, RD is highly familial and heritable. Up to 50% of children with RD have the disorder, and 50% of siblings of a child with RD have it as well. Twin studies have revealed strong concordance rates for RD, indicating that genetic variables account for 69 to 87 percent of the prevalence while environmental factors account for 13 to 30 percent.

6.1.1. Recognizing Dyslexia: Symptoms in Preschoolers

• Delayed speech, problems with pronunciation.
• Problems with rhyming words and learning rhymes.
• Difficulty with learning shapes, colors and how to write their own name.
• Difficulty with retelling a story in the right order of events.
• Lack of interest in playing games with language sounds (e.g., repetition, rhyming)
• Failure to recognize letters in their own name
• Trouble remembering names of letters, numbers, or days of the week.

6.1.2. Identifying Dyslexia: Symptoms in School-Going Kids

6.1.2.1. Early Graders

• Reading well below the expected level for age
• Problems remembering the sequences
• Difficulty in seeing similarities and differences in letters and words
• Difficulty in spelling words
• Receives reports of “not doing well in school”
• Unable to read one-syllable words, such as “mat” or “top”
• Problems in connecting sounds and letters (e.g., “big” for “got”)
• Difficulty in sequencing numbers and letters.

6.1.3. Senior Graders

• When writing, frequently mistakes letters such as ‘d’ and ‘b’ or’m’ with ‘w’.
• Writes words backwards the majority of the time, such as writing ‘pit’ when the word ‘tip’ was intended.
• Grammar issues, such as acquiring prefixes and suffixes.
• Avoids reading aloud in class and reading-related activities
• Requires lot of effort to reads single words and connected text
• Has trouble pronouncing multisyllable words
• Needs repeated reading to understand it on a regular basis.

Word level	Sentence level
Normal reader	Reading
Reader with dyslexia	Reabing

Table 1. Reader with dyslexia.

6.1.4. Assessment Tools

The reading subtests useful are:

• Woodcock-Johnson Psycho-Educational Battery- Revised
• The Peabody Individual Achievement Test-Revised
• Test of Word Reading Efficiency (TOWRE)

LEARNS.EDU.VN is dedicated to helping individuals with dyslexia by offering specialized reading programs, resources, and tools designed to improve reading fluency, comprehension, and confidence. These resources empower individuals to overcome their reading challenges and unlock their full potential.

6.2. Dysgraphia: Unraveling the Complexities of Writing

Dysgraphia is a specific learning disability diagnosed in childhood that affects a person’s handwriting ability and fine motor skills. It is characterized by poor writing skills that are significantly below for the child’s age, intelligence, and education, and cause problems with the child’s academic success or other important areas of life. Dysgraphia is also sometimes referred as spelling disorder and spelling dyslexia. Problems may include illegible handwriting, inconsistent spacing, and poor spatial planning on paper, poor spelling, and errors in grammar, punctuation, and poor handwriting. The children find difficulty composing writing as well as thinking and writing at the same time. This is linked to problems with visual-motor integration or fine motor skills.

Writing skills include both transcription and composition (text generation). Neuropsychological factors like difficulties in any one area (e.g., transcription, listening or reading comprehension, working memory) can delay skill development and efficient functioning in another. Research also throws light on role of genetics through twin studies and molecular genetic studies.

Figure 1. Dysgraphia example by a dyslexic student.

Figure 2. Sample writing of Dysgraphic child.

6.2.1. Spotting Dysgraphia: Common Symptoms in Children

• Avoiding written work
• Producing only a few words or sentences at a time when other pupils are completing many paragraphs
• Excessive difficulties in composing a text (output failure)
• Numerous technical faults of punctuation, grammar, word usage, sentence structure, and paragraph structure is observed
• Omitting words frequently in sentences or unfinished sentences
• Failure to capitalize the first letter of the first word in a sentence
• Poorly organized written work (e.g., weak paragraph organization; poor sentence cohesiveness)
• Illegible handwriting; incorrect use of upper- and lower-case letters, inverted characters; mixing of printing and cursive writing
• Basic written activities, such as taking notes, are challenging as they require simultaneous listening.
• Letters or sounds that are too similar are confused (e.g., “jumpt” for “jumped”; “caterpault” for “catapult”)
• Inability to choose the correct spelling from two reasonable options (e.g., successful/succesfull; conscious/ consious; necessary/necessery)
• Use of non-permissible letter strings consistently (e.g., “egszakt” for “exact”; discuss/diskus; “freeeqwnt” for “frequent”)
• Inconsistent page positioning in terms of lines and margins
• Uneven spacing between words and letters
• Cramped or odd grip; holds the writing instrument very near to the paper, or holds thumb over two fingers and writes from the wrist.

Figure 3. Sample writing of Dysgraphic child.

Figure 4. Sample writing of Dysgraphic child.

6.2.2. Assessments

• Wechsler Individual Achievement test (WIAT-II).
• Test of Written Language (TOWL; 3rd edition).
• Test of Early Written Language (TEWL; 2nd edition).
• Test of Written Spelling (TOWS; 4th edition).
• Test of Written Expression (TOWE).

At LEARNS.EDU.VN, we provide strategies and tools to help individuals with dysgraphia improve their handwriting, spelling, and written expression. These include adaptive writing tools, fine motor skill exercises, and organizational techniques.

6.3. Dyscalculia: Making Sense of Math

It refers to a type of specific learning disability that affects a person’s ability to understand numbers and learn math facts and difficulty in learning arithmetic. Individuals with this type of LD may also have poor comprehension of math symbols, may struggle with memorizing and organizing numbers, have difficulty telling time, or have trouble with counting. Problems with number or basic concepts are likely to show up early and problems related to reasoning appear in the later grades in students. Dyscalculic children may also be unable to sort important superfluous information, recognize the proper computing technique, or assess whether the solution they acquire is appropriate (Jordan & Hanich, 2003). Mathematical challenges are typically the most severe obstacles in the academic path of individuals with LD, and they frequently persist into high school.

Figure 5. Sample writing of Dycalculia.

Various psychological, neurological, genetic, environmental and emotional factors are responsible for dyscalculia. Inferior parietal sulcus plays a dominant role in numerical processing. MRI studies have shown decreased gray matter in the left parietal lobe of children suffering from Dyscalculia. Environmental factors like schooling, low-income households and affective factors like anxiety and motivation are some of the causal factors of poor mathematical abilities and psychosocial adversities in children.

6.3.1. Common Symptoms of Dyscalculia

A child with inadequate arithmetic skills may just rely on rote memorization for the first 2 or 3 years of primary school. As mathematics problems include discrimination and manipulation of spatial and numerical relationships, a youngster with math challenges will be impacted negatively sooner or later.

• Individuals might have difficulty reading clocks to tell time, counting money, identifying patterns, remembering math facts, and solving mental math.
• Counts with fingers because of difficulty with counting
• Problems with differentiating between left and right
• No alignment of digits and completing the arithmetic procedure in the wrong direction (e.g., left to right; top to bottom).
• Poor comprehension of fractional concepts (1/2)
• In older children (i.e., third grade and above), major impairments are evident in solving more complex arithmetic problems. And rapid retrieval of number facts (e.g., 4 × 9) and
• Difficulty keeping scores or remembering score procedures in games, like bowling, etc. Often loses track of whose turn it is during games, like cards and board games. Has limited strategic planning ability for games, like chess.

6.3.2. Assessment Tools

Standardized tools to measure dyscalculia are:

• The Keymath Diagnostic Arithmetic Test assesses understanding of mathematical content, function, and calculation, among other things. It is used to assess students in grades one through six.Woodcock–Johnson Achievement Battery-III
• Test of Early Mathematical Abilities
• Teacher Academic Attainment Scale (TAAS)
• Child self- reported math anxiety scales. [11 items];
• Mathematics Anxiety Scale for Children.

LEARNS.EDU.VN provides tailored math strategies, visual aids, and hands-on activities to help individuals with dyscalculia develop a stronger understanding of math concepts. Our resources focus on building number sense and confidence in math skills.

6.4. Auditory Processing Disorder (APD): Understanding Sounds

APD is a deficit in neural processing of auditory stimuli that is not due to higher order language, cognitive or hearing loss and yet it is associated with difficulties in learning disorder.

It is not a problem with understanding meaning but it means the brain of the affected child does not “hear” sounds in the usual way. It’s also known as Central Auditory Processing Disorder, and it’s a disorder that makes it difficult for sound to pass freely through the ear and be processed or interpreted by the brain. Even when the sounds are loud and clear enough to be heard, people with APD are unable to distinguish minor variations between sounds in words. They may be unable to filter distinct noises or mistake the order of sounds. In APD, the brain misinterprets the information received and processed from the ear.

6.4.1. Recognizing APD: Symptoms to Watch For

APD can affect the way the child speaks as well as their ability to read, write, and spell. Affected children may drop the ends of words or mix up similar sounds and may find hard to talk with other people. They may not be able to process what others are saying and cannot come up with a response quickly. The child may find it hard to:

• Understand speech in the presence of competing background noise or in resonating acoustic environments
• Inability to localize the source of a signal
• Issues with hearing on the phone
• Inconsistent or inappropriate responses to requests for information
• Difficulty following rapid speech
• Frequent requests for repetition and/or rephrasing of information
• Unable to follow directions
• Difficulty or inability to detect the humor and sarcasm made by subtle changes in intonation.
• Difficulty learning a foreign language or novel speech materials, especially technical language
• Difficulty maintaining attention.

6.4.2. Causes of APD

Although the actual causes of APD are unknown, it is thought to be associated to illness like chronic ear infections, meningitis, or lead poisoning. APD can develop in patients who have neurological system illnesses such multiple sclerosis and also be caused by premature delivery, low weight, head injury, and genes (APD can run in families).

6.4.3. Assessment

An audiologist can diagnose APD by conducting a series of advanced listening tests in which the child will listen to different sounds and respond when they hear them. However, children usually aren’t tested for APD until age 7 because their responses to the listening test may not be accurate when they are younger.

LEARNS.EDU.VN supports individuals with APD by providing strategies to improve auditory processing skills, such as creating a quiet learning environment, using visual aids, and practicing active listening techniques. These techniques help individuals improve their comprehension and communication skills.

6.5. Language Processing Disorder (LPD): Giving Meaning to Words

LPD is a type of Auditory Processing Disorder (APD) in which people have trouble putting meaning to the sound groups that make up words, phrases, and stories. While an APD affects how the brain interprets all sounds, a Language Processing Disorder (LPD) only impacts how language is processed. This disorder arises when an individual has specific challenges in processing spoken language that impacts both receptive and expressive language. These language-related issues could be caused by a variety of circumstances, including a limited vocabulary, a concrete thinking style, difficulties remembering and keeping track of what is said, or difficulties organizing one’s thoughts. For example, children with a language-based LD may find it difficult to locate the appropriate words and phrases or to follow a fast-paced conversation. Language-based LDs also can make it difficult to write effectively: it might be difficult to organize ideas or determine the main topic of a written message.

6.5.1. Common Problems

6.5.1.1. Expressive Language

Children with expressive language difficulties exhibit slow vocabulary growth, pronunciation difficulties, difficulty in expressing (single words, poor/wrong retrieval of words, poor answering, narrative and conversational skills) and grammatical difficulties. They will often use a less appropriate word because the right word will not come to them. They have problems understanding complex sentence structures and responding to questions.

Figure 6. Expressive language difficulties.

6.5.2. Receptive Language Difficulties

• Trouble with processing sounds affects, with sequencing, linking thoughts, and concepts
• Need extra time to process incoming information
• Miss nonverbal language cue
• Do not understand jokes and laugh inappropriately or at the wrong times
• Problems doing group work
• Have difficulties giving or following directions
• Conversations will be marked by long silences
• Lack skill in responding to statements and questions (Hallahan & Kauffman, 2003)

Figure 7. Expressive language difficulties.

LEARNS.EDU.VN provides targeted strategies and exercises to improve both expressive and receptive language skills, including vocabulary building, sentence structure practice, and comprehension activities.

6.6. Nonverbal Learning Disabilities (NLD or NVLD): Decoding Social Cues

Almost 65% of all communication is conveyed nonverbally. NLD is a disorder which is usually characterized by a significant discrepancy between higher verbal skills, weaker motor, visual–spatial and social skills. While it may sound like nonverbal learning disabilities (NVLD) relate to an individual’s inability to speak, it actually refers to difficulties in decoding nonverbal behaviors or social cues. Children with NVLD are often well-spoken and can write well, but struggle with subtle social cues and comprehension of abstract concepts or the nonverbal aspects of communication.

6.6.1. Common Symptoms

• The typical characteristic of an individual with NLD (or NVLD) is having trouble interpreting nonverbal cues like facial expressions or body language, tone of voice and poor coordination. Hence they will have difficulty to make and keep friends
• Struggle with life skills that require an understanding of spatial relationships, such as recognizing how parts fit together into a whole, completing jigsaw puzzles and building with blocks, learning routes for travel, and manipulating objects in space.
• Difficulty in developing fine-motor skills those results in poor handwriting, difficulty learning to tie their shoelaces, and problems using small tools and utensils.
• Are weak in executive functions or will find hard to sustain attention. They may have trouble handling new tasks, solving problems and remaining flexible in their thinking. They may also have difficulty staying focused, completing multi-step instructions, organizing tasks and materials and controlling their impulses.
• Exhibit difficulty with reading comprehension or mathematical problem solving
• Physically clumsy, often bumps into objects or people
• Struggles with metaphors or abstract concepts and thinks of things in literal terms.

LEARNS.EDU.VN focuses on strategies to improve social skills, spatial reasoning, and executive function for individuals with NVLD. These strategies include social skills training, visual-spatial exercises, and organizational tools.

6.7. Visual Perceptual or Visual Motor Deficit: Processing What You See

6.7.1. Visual Motor and Perceptual Deficits

Individuals with visual perceptual/visual motor deficits have poor eye-hand coordination, lose their position frequently when reading, and struggle using pencils, crayons, glue, scissors, and other fine motor skills. When reading or completing tasks, they may also confuse similar-looking letters, have difficulty navigating their surroundings, or display atypical eye activity. It impairs a person’s ability to grasp information that they see, as well as their ability to draw or copy and understand information collected by visual means. Due to faults in the way a person’s eyes move, sensory data gained through sight may be affected. These children’s visual impairments limit reading comprehension skills, cause a short attention span, and make it difficult to draw or copy information.

The brain can process visual information in a variety of ways, as per National Center for Learning Disabilities (2003) and individuals with this disability may experience difficulty in a variety of areas, and they are not limited to experiencing difficulties in just one of the categories listed below.

6.7.2. These Are Some of the Categories

Visual discrimination: Visual discrimination refers to a person’s capacity to use their eyes to detect and compare the characteristics of different items in order to distinguish one item from another. An individual with issues in this area may have difficulty distinguishing between two similar letters, objects, or patterns.

Visual figure-ground discrimination: It entails determining the difference between a figure and its surroundings. A person who struggles in this category may have trouble finding a specific piece of information on a page full of words or numbers. They may also struggle to notice an image if there is distracting background.

Visual sequencing: The is the ability to tell the difference between symbols, words, and images. Individuals with problems in this category may be unable to stay in the correct spot while reading (skipping lines or re-reading the same line over and over), struggle with using a separate answer sheet, reversing or misreading letters and words, and have difficulty understanding mathematical equations.

Visual motor processing: It is the feedback from the eyes that allows other body components to move in coordination. Individuals may struggle to stay between the lines while writing (or coloring), copying from a board onto paper, moving about without tripping over things, and playing sports that involve timed and exact space motions.

Visual memory: Visual memory problems can be divided into two categories. The first has to do with recalling something that happened a long time ago. The second is the ability to recall something that has recently been viewed. A person may have trouble remembering and spelling common words, remembering phone numbers, reading comprehension, and typing on a keyboard or pad.

Visual closure: Refers to the ability to determine what an object is while only a portion of it is visible. An individual may have difficulty recognizing an object in a picture that is not presented in its entirety (for example, portraying an elephant without a trunk), identifying a word with a letter missing, and recognizing a face with only one feature missing (such as the ears).

Spatial relationships: It refers to the skill to identify an object in space and relate it to oneself. According to National Center for Learning Disabilities, 2003, an individual child with this difficulty will have trouble going from one place to another, spacing of words and letters on a page, judging time, and reading maps.

6.7.3. Signs and Symptoms

• Difficulty with activities such as printing or copying, or learning to tie shoelaces.
• Find hard to write, may put more pressure on a pencil or pen to control the motor movements, and may take much longer to write and experience fatigue with writing.
• Have trouble orienting their body in space and may need more help to learn dressing or may confuse left and right.
• Reversing superficially similar letters such as ‘p’ and ‘q’ or ‘m’ and ‘w’
• Difficulty navigating around school or campus
• Turns head while reading or hold paper at odd angles and closes one eye while reading
• Often loses place while reading
• Unable to recognize a word if only part of it is shown
• Struggles with cut and paste
• Shows poor organization on the page, messy words, irregular spacing, and misaligned letters.

6.7.4. Co-morbidity in Children With Specific Learning Disorders

Learning impairments are usually linked to mental health issues. One of the most common disorder affecting school-aged children is specific learning disorders (SLD). According to the American Psychiatric Association (APA), SLD affects 5–15 percent of school-aged children from various languages and cultures. SLD frequently coexists with other neurodevelopmental and mental abnormalities, as well as psychiatric disorders. Many studies have found that children with SLD have both internalizing and externalizing psychiatric problems. There is a substantial link between ADHD and reading problems among the children with externalizing psychiatric disorders. Children with SLD are five times more likely to develop conduct disorder (CD). Despite the fact that there is a link between SLD and internalizing disorders in the literature, recent research have indicated a higher incidence of internalizing symptoms, with anxiety and depressive disorders at the top of the list. These mental co-morbidities with SLD are either a direct result of the same central processing pattern deficiencies that produce learning problems, or they are a source of frustration and academic failure. These issues are said to be part of a vicious cycle that leads the child towards severe cognitive and social–emotional impairment.

LEARNS.EDU.VN offers resources and activities to enhance visual processing skills, including visual discrimination exercises, eye-hand coordination activities, and strategies to improve spatial awareness.

7. The Impact of Comorbidity

It’s important to note that learning disabilities can often co-occur with other conditions. According to the American Psychiatric Association (APA), SLD affects 5–15 percent of school-aged children from various languages and cultures. SLD frequently coexists with other neurodevelopmental and mental abnormalities, as well as psychiatric disorders. There is a substantial link between ADHD and reading problems among the children with externalizing psychiatric disorders. Children with SLD are five times more likely to develop conduct disorder (CD), anxiety, and depressive disorders. These mental co-morbidities with SLD are either a direct result of the same central processing pattern deficiencies that produce learning problems, or they are a source of frustration and academic failure.

8. LEARNS.EDU.VN: Your Partner in Understanding and Addressing Learning Disabilities

LEARNS.EDU.VN understands the challenges that individuals with learning disabilities face and is committed to providing comprehensive support. We are located at 123 Education Way, Learnville, CA 90210, United States. Contact us via WhatsApp at +1 555-555-1212.

We offer a range of resources, including:

• Detailed articles explaining various learning disabilities.
• Effective learning strategies tailored to different needs.
• Simple explanations of complex concepts.
• Clear learning paths for various subjects.
• Useful learning tools and resources.
• Connections to educational experts.

We want to help you learn a new skill, grasp a concept, or find effective learning methods.

Ready to take the next step? Visit learns.edu.vn today to explore our comprehensive resources and discover how we can support your learning journey. Together, we can unlock your full potential.

9. FAQ: Understanding Learning Disabilities

Q1: What are the main causes of learning disabilities?

A: Learning disabilities can stem from a combination of genetic, neurobiological, and environmental factors.

Q2: How early can a learning disability be identified?

A: While some signs may be present in preschool, formal diagnosis typically occurs once a child begins formal schooling.

Q3: Can learning disabilities be cured?

A: No, learning disabilities cannot be cured, but with the right support and interventions, individuals can develop strategies to overcome their challenges.

Q4: Is ADHD considered a learning disability?

A: While ADHD is not classified as a specific learning disability, it can significantly impact learning and often co-occurs with learning disabilities.

Q5: What role do parents play in supporting a child with a learning disability?

A: Parents play a crucial role in advocating for their child, providing emotional support, and working with educators to implement effective strategies.

Q6: How can technology assist individuals with learning disabilities?

A: Technology offers various tools, such as text-to-speech software, graphic organizers, and adaptive learning programs, to support different learning needs.

Q7: What is the difference between an IEP and a 504 plan?

A: An IEP (Individualized Education Program) is for students with disabilities who require specialized instruction, while a 504 plan provides accommodations for students with disabilities to access the general education curriculum.

Q8: Are learning disabilities more common in boys or girls?

A: While the prevalence varies depending on the specific learning disability, some, like dyslexia, are more frequently diagnosed in boys.

Q9: How do I know if my child needs to be tested for a learning disability?

A: If you notice persistent difficulties in academic areas despite your child’s effort and support, consult with educators and healthcare professionals to explore testing options.

**Q10: What are some common accommodations for students with dyslexia