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WHAT ARE DYSLEXIA AND LEARNING DISABILITIES

Dyslexia and learning disabilities both refer to a disorder characterized by difficulty with learning certain skills such as reading or writing in individuals with normal intelligence. It is a matter of which profession is using the term. In education learning problems are called learning disabilities, and other professions because they are not involved with learning have chosen the term dyslexia to refer to an inability to benefit from classroom instruction.

The limitations referred to by dyslexia and learning disabilities can show up as specific difficulties with spoken and written language, coordination, self-control, or attention. Both impact schoolwork and can impede learning to read or write, or to do math.

Aspects of Treatment

While there are many theories about successful treatment for dyslexia and learning disabilities, there is no actual cure for it. There are, however, many techniques for helping the child to reach a normal level of development. And there are many methods for identifying the environmental influences that contribute to a lack of normal development.

Perhaps the most important aspect of any treatment plan is attitude. If the parents avoid the tendency to label their child, and see their child as having the potential to overcome, the child will be influenced by the positive attitude of their parents. As a consequence, problems with self-esteem, depression and other emotional concerns that usually accompany learning disabilities will become less of a problem.

The next step is to carefully observe and identify the presence of food allergies, or chemical, dust, mold, lack of exercise or lack of sleep all of which will interfere with the function of the brain and impede learning.

Incidence and Prognosis

Children with learning disabilities comprise 50% of all children in special education today, and their numbers are growing at a rate of 10 to 20% every ten years. Researchers indicate that only about 2% of children have the true neurological deficits more appropriately referred to as dyslexia. That means that 98% of children labeled dyslexic or learning disabled are experiencing simple developmental delays that can be remedied by simple changes in the child’s environment. The prognosis for these children is only as good as the preventative measures taken by parents to prevent developmental delays or address existing ones in their children.

The milder developmental disabilities caused by environmental influences which have interfered with the child’s growth process, respond well to early intervention both at home and in the classroom and, therefore, have the best prognosis. It will take some careful observation and evaluation to determine the environmental factors that caused the problem, but once identified these deterrents can be removed from the environment and the child assisted toward normal development.

Research shows that it is never too late to make a difference in the life of a child. The prognosis, therefore, is only as good as the attitude of the parents toward preventing the problem or helping their children toward normal development. When parents become actively involved, even the child who is already showing the symptoms of developmental delay has an excellent prognosis. The objective is to take an active role in assisting the child toward achieving normal development while advocating for an appropriate educational program until the child has matured.

Children whose parents do not become actively involved have a poorer prognosis. Additional information is available in our parent guide.