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Learning Disabilities

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Learning Disabilities 1
Running head: LEARNING DISABILITIES
Learning Disabilities of Dyscalculia, Dyslexia, and Dysgraphia
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Learning Disabilities 2
Learning Disabilities of Dyscalculia, Dyslexia, and Dysgraphia
Learning disabilities are complications that have impact on the brain's capability to receive,
analyze, store, and process information. These complications can make it problematic for a
learner to learn as fast as someone who is not affected by learning incapacities. There are
many types of learning disabilities. The majority of students affected by these disabilities
have over and above one kind. Certain types of learning disabilities may interfere with an
individual's ability to focus or concentrate and may cause somebody's mind to deviate too
much. Some learning disabilities may make it problematic for a student to write, spell, solve
math problems, or read (Kass & Maddux, 2005).
The way the brains process information is exceptionally complex. It is no surprise things can
get spoiled sometimes. Consider the uncomplicated act of viewing a picture, for instance: The
brains do not just have to create the lines in an image, they moreover have to identify what
the image signify, relate that picture to other facts amassed in the memories, and subsequently
store this fresh information. It is the same thing when it comes to speech. Individuals have to
distinguish the words, deduce their meaning, and make out the impact of the statement to
them. A lot of these activities occur in separate brain parts, and it is up to the people’s minds
to relate them all together (Swanson, Harris & Graham, 2013).
A person cannot tell by eyeing that someone is suffering from a learning disability. This
makes it difficult for learning disabilities to be diagnosed. Learning disabilities typically first
reveal themselves when one experiences difficulty in speaking, writing, solving math
problems, reading, and concentrating in class, or communicating with a close relatives. Some
children's learning disabilities are detected in grade school the minute a teacher or a parent
notices that the child cannot follow guidelines for a game and/or is straining to perform work
that s/he should be capable to perform easily.

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Learning Disabilities 3
However, some children develop sophisticated methods of compensating the learning issues,
therefore, the problem does not get attended to until the adolescent years when life and
schoolwork gets more intricate. Most learning disabilities categorized in one of two
categories: verbal and nonverbal. The learning ailments include Dyslexia, Dyspraxia, and
Dyscalculia. The following is an explanation of these learning conditions and the possible
symptoms and signs: (Kass & Maddux, 2005).
Dyslexia: It is a reading disability characterized by the difficulty in recognizing letters,
identifying rhyming words, and learning letter sounds. Young children having the disability
may also have trouble studying to write and spell as they get to school age, and suffer delayed
language development.
Dyscalculia: It is a disability characterized by difficulties in learning fundamentals that
comprise one or more simple numerical skills. Frequently people having this condition are
capable of understanding very complex mathematical models but strain to process formulas
or basic subtraction and addition. Individuals with the disability may struggle with processing
what they hears or visual-spatial relationships.
Dyspraxia: This disorder is also termed Apraxia. It is an ailment characterized by a
substantial difficulty in executing routine tasks including balance, kinesthetic coordination,
and fine-motor control. Signs of the disability in early childhood comprise not reaching
developmental benchmarks on time plus uncoordinated and clumsy movements. Verbal
Dyspraxia defines difficulties in the usage of speech sounds. This may be because of a
developmental lag in the speech creation brain area. Verbal Dyspraxia can appear as a
detached ailment or accompany Dyspraxia.
Nobody is exactly certain about what causes learning incapacities. However, researchers do
have a number of theories regarding the reasons they develop. These includes:

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