Learning about Learning Disabilities
September 2006

It’s hard enough for kids to fit in with friends, grasp school work and live up to parents’ expectations. So when a learning disability (LD) presents itself, it can seem like an overwhelming obstacle. But LDs are more common than you might think. They affect 10 per cent of Canadians. And with early diagnosis comes improved odds of overcoming the LD. In fact many well-known people—from actors, to innovative thinkers —have risen to the challenges of a learning disability and gone on to achieve great success.

Visual difficulties which interfere with the brain translating what the eyes see. Signs of trouble include forgetting faces, words, names or reversing written words and numbers (e.g., 41 becomes 14).

Auditory challenges like trouble remembering what a person says or simple instructions are common LD markers. Confusing similar sounds or words (e.g., bee sounds like pea) can also signal auditory problems.

Motor troubles which include challenges with hand-eye co-ordination (e.g., handwriting) as well as small and large muscle control which can cause clumsiness and difficulty with physical activities.

Organizational issues which make organizing time, space and sequencing hard. Being too late or early and problems getting the steps right when carrying out a task—like getting dressed for school—may be cause for concern.

Conceptual challenges that interfere with understanding abstract concepts, complex language, consequences and social cues could point to an LD. Kids who experience conceptual difficulties may not pick up on facial expressions or body language, only see black and white in a complicated situation and have poor social skills (e.g., not make eye contact, use improper tone of voice and/or body language).

Infancy. Babies who have trouble nursing, sucking or digesting and who resist cuddling and body contact may be showing early signs of an LD. Also, look out for major delays in sitting, standing and walking.

Preschool. Kids who are slow to talk, continue to talk like babies, have trouble following directions and can’t control behaviour might be at risk for an LD.

K-Grade 4. If your child is slow to learn the connection between letters and sounds, confuses basic words—like run, eat, want—and makes a lot of mistakes with spelling, reading and numbers, speak to his or her teacher who can refer you to a health professional to assess your child for an LD.

Grades 5-8. If your child avoids reading out loud or written assignments, has difficulty making friends and is slow to recall facts, an LD may be the culprit.

Adolescence. Bizarre spelling mistakes, disorganization—books a mess and notes everywhere—socializing with younger kids and a lack of judgment about their own personality are behaviours that can all point to an LD.