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Unit 16 : Learning Disabilities: Definition, Type, Characterstics

(1) They have poor receptive-auditory ability (poor understanding of spoken symbols, requests Notes
for repetition, echolaliac confection of directions and commands).
(2) They exhibit receptive- visual difficulty (subvocalise reading, read without understanding).
(3) They have poor expressive-vocal ability (disorganised through, inadequate syntax, and dearth
of ideas for expression).
(4) They manifest expressive- motor difficulties (spelling disorders, drawing disorders, omission
and reversal of letters, omission and reversal of letters, omission of whole words).

LD children do not have so much of phonological or articulation problems but do
show problem in sentence formation i.e., syntax.
16.4.2 Perceptual and Motor Ability of LD Children
Lerner (1985) demonstrated that LD children display problems in spatial relations, visual
discrimination, figure and ground discrimination, of similarities and differences, auditory sequencing
auditory blending and auditory memory. Lerner (1985) further stated that LD children do display
haptic and movements as well as have defects in social perception.
They do show problems in gross and fine motor skills (balance, laterality, directionality) and body
and body image and image less. They can not copy a geometric figure i.e., have visual-motor
disintegration.
(1) They are unable to identify, discriminate and interpret sensation.
(2) They have poor visual decoding (unable to reproduce geometric forms accurately, figure-ground
configurations letter reversals).
(3) They have poor auditory decoding (inability to recognise tunes, to differentiate between sounds).
(4) They cannot identify familiar objects by touch alone (cutaneous misperception).
(5) They have poor kinesthetic and vestibular perception (problems in coordination, movement,
directionality, space orientation, and balance, difficulties in perception lead to difficulties in
concept formation abstraction ability, cognitive ability, and language ability).
Motor Activity - These characteristics very according to type of motor activity. These are described
below :
Hyperactivity - Constantly engaged in movement, unable to sit still, too much of talking in the class,
very much inattentive. (reverse of hyperactivity)-lethargic, quiet, passive.
Incoordination - Physical awkwardness, poor motor integration, poor activities in running, catching,
skipping and jumping; walking is rigid and stiff; poor performance in writing, drawing; frequent
falls, stubbing, and clumsy behaviour.
Preseveration - Involuntary continuation of behaviour; this behaviour is witnessed in speaking,
writing, drawing, pointing, and oral reading; incorrect spelling, repetition of error.
16.4.3 Social and Emotional Characteristics of LD. Children
They are more anxious and withdrawn, have more problems in interacting with teacher and parents,
have behaviour problems and are less socially skilled. Many LD student had little insight into nature
of their problems and attributed these to luck. They show lower self-concept, more external locus of
control and lower level of aspiration than non LD peers.
(1) They are quiet and obedient but daydream and cannot read.
(2) They have frequent temper outburts, sometimes for no apparent reason.
(3) They are nervous: attention is difficult to hold.
(4) They jump from one thing to another, and mind everyone’s business but their own.
(5) They talk of self control but cannot work with other children.
(6) They are emotionally labile and usnstable.

LOVELY PROFESSIONAL UNIVERSITY 115