Learning disabilities

1. Early medical, educational or psychological evaluation and diagnosis.
   
   
2. Treatment with educational procedures of proven value demonstrated by scientifically valid research.

"Learning disability" is a more general term that refers to a difficulty in total learning rather than merely the inability to read. The terms learning disability, dyslexia, reading disability and perceptual problem are frequently used interchangeably. Learning disabilities, including dyslexia, are divided into two types: primary (inherited) and secondary (caused by a physical factor that interferes with learning).

Dyslexia is a condition in which the brain interprets visual messages inconsistently. It is not caused by visual problems but, rather, is due to a mild brain malfunction.

When light enters the eye it passes through the pupil to be absorbed by the retina, a light-sensitive tissue that lines the back of the eye. The retina changes the light into electric impulses, which are transmitted to the brain. The brain then interprets the information and tells us what we are seeing. In dyslexia the brain may have trouble processing the information sent by the eyes, or it may be receiving wrong information because of some fault in the transmission system.

People with dyslexia have trouble reading or cannot read at all. They may also have problems speaking and writing. They may see a page in a book as if it were reflected in a mirror. Or a word such as "school" may appear as "chools" one time and "shocol" the next. Those with a severe disability may have trouble understanding things they see and hear.

Dyslexia has a tendency to be inherited, but it also may be acquired at any age following damage to certain parts of the brain. The exact cause of learning disabilities is not yet known. They appear to be due to mild disorders or developmental delays in the brain.

Children with learning disabilities often become confused and anxious at first, then become frustrated and lose interest in schoolwork. Learning and reading disabilities may lead to a damaged self-image, which may result in misbehaviour or emotional problems such as further anxiety, withdrawal, depression or aggression. It is very important to remember that learning disabilities should not be interpreted as a lack of intelligence. Many of these children are very bright; they may feel foolish when they cannot keep up with the rest of the class, and behaviour problems may result.

Early diagnosis is crucial to the treatment of dyslexia and other learning disabilities. It is difficult to recognize absolutely a learning disability before the age of 6 or 7 years. Children with unrecognized learning problems who are 8 years or older fall behind very quickly at school.

If your child has any of the following problems, he or she may have a learning disability:

• Reverses numbers or letters (e.g., b and d, m and n, 6 and 9).
• Has trouble copying writing from the blackboard, but may have much less trouble copying numbers.
• Is generally slow to learn.
• Has problems with phonetics (sounding out words).
• Experiences right/left confusion (e.g., does not know his or her right side from left side).

If you suspect that your child has a learning disability, you should consult your family doctor and an ophthalmologist-a medically trained eye specialist-to find out the exact nature of your child's disability. The best way to do this is to have the child assessed by medical doctors to rule out problems with vision or hearing and other physical disorders. A full-scale assessment for learning disabilities through your school system is also important.

Specific educational assistance is the best treatment for people with learning disabilities. Remedial training in the areas where the child is weakest is best managed by trained teachers, reading specialists or tutors in special classes or schools. Gentle understanding, emotional support and opportunities for the child to experience success in nonreading activities are important. Allowing a child to "burn off" tensions and frustrations through sports or artistic activities can also be helpful.

Simple solutions such as diet modification, megavitamin therapy, sugar restriction, eye "exercises" and "visual training" do not improve reading skills. Such treatments may actually harm the child by giving a false sense of security and delaying proper educational assistance.

With proper medical attention and assistance from the school, most learning problems can be overcome.