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Education

How to recognise a learning disorder

Diagnosing a child with a learning disorder isn’t always easy. Arlene Harris finds out about how to recognise a learning disorder, and a motor learning disorder, including the signs and symptoms of dyslexia and dyspraxia.

When Grainne Kelly’s second child started school, she noticed that he didn’t seem to have the same grasp of letters or numbers as his older brother had two years previously. Initially, she put it down to simply having a different personality, but as time went on and the then five-year old continued to struggle with schoolwork, the mother-of-three suspected that something could be wrong.

Scheduling an appointment with his teacher, she outlined her concerns and was relieved and unnerved to discover that she wasn’t alone in her worry. “Matt had always been slower than his brother when it came to reaching milestones,” says the Dublin woman. “He started talking much later and would often jumble up words, but he grew out of it in time, so I assumed the same would happen with school. But he found it very difficult to get to grips with reading and writing and while I thought it would sort itself out, he showed little signs of improvement and when I spoke to his teacher, she said she had noticed the same thing, but was unsure as he was so quiet in class.”

“She told me that she thought he might be dyslexic and while I was glad to put a name on his problems, I was saddened to think that he might have a learning disorder.”

However, once she came to terms with the reality, Grainne decided to take her son to see an educational psychologist and this, she believes, has been a great help. “Both my husband, Niall, and I were upset when we heard that Matt had dyslexia, but then we realised that it is quite common and we would just need to get him the right support.” she says.

“The school recommended an educational psychologist and although he has only been going to see her for a short while, we can already see an improvement in Matt. It is early days, but I am hopeful for his future as I think conditions like dyslexia are much more treatable nowadays than they were in the past.”

Diagnosis is important

Educational psychologist, Sean Flanagan agrees and says identifying conditions such as dyslexia and also physical difficulties like dyspraxia is the first step. “Dyslexia is a specific learning difficulty, where a person with average or above average intelligence struggles with reading, writing, and spelling,” he says. “Dyspraxia is a developmental coordination disorder, formerly called “clumsy child syndrome” where a person who doesn’t have an intellectual disability or a physical disability struggles to plan and co-ordinate physical movements.”

According to the educational expert, the earlier the intervention, the more beneficial it is for the child with either dyslexia or dyspraxia. “Many children with these conditions would have average or above average intelligence so they can successfully hide their difficulties for a number of years before they are detected, most often around third class,” he says.

“So if you are worried your child may have dyslexia, the first person to speak to is the class teacher who will be able to look at a pattern of reading and writing assessments and can do some initial intelligence testing such as the NonReading Intelligence Test (NRIT).”

“If there is a discrepancy between a child’s score on the literacy attainments (reading, spelling, writing assessments, MICRA-T) and the score on the NRIT, the next person to contact is an educational psychologist.”

Flanagan says an educational psychologist will then conduct a cognitive assessment (Like an IQ Test) to determine if the child has dyslexia or not. “Often, the cognitive assessment can reveal specific areas of difficulty such as memory or visuo-spatial processing, which can help to explain the nature of a specific problem,” he says. “The educational psychologist will then write a report, with recommendations for home and school. Children with dyslexia are generally supported by the school’s learning support allocation.”

If however, you are worried your child may have dyspraxia, the process for diagnosis is a little more complicated, explains Flanagan. “Your child may need to be seen by an occupational therapist who will write a report and provide strategies and techniques to use at home,” he says.

“After that, your child would need to be seen by an educational psychologist, in order to rule out an intellectual disability. A child with dyspraxia is entitled to three hours of extra resource teaching support in school. “With treatment and support, children with dyspraxia may improve their muscle tone and coordination over time.”

Symptoms of dyslexia

The symptoms of dyslexia can differ from person to person, and each individual with the condition will have a unique pattern of strengths and weaknesses.

Preschool children

  • Delayed speech development in comparison with other children of the same age.
  • Speech problems, such as not being able to pronounce long words properly and ‘jumbling’ up phrases – for example, saying ‘helicopter’ instead of ‘helicopter’, or ‘beddy tear’ instead of ‘teddy bear.’
  • Problems expressing themselves or difficulty remembering the right word to use, or putting together sentences incorrectly.
  • Little understanding or appreciation of rhyming words or nursery rhymes
  • Difficulty with, or little interest in, learning letters of the alphabet.

Primary school children

Symptoms of dyslexia usually become more obvious when children start school and begin to focus more on learning how to read and write.

  •  Problems learning the names and sounds of letters.
  • Spelling which is unpredictable and inconsistent.
  • Putting letters and figures the wrong way round and confusing the order of letters.
  • Reading slowly or making errors when reading aloud.
  • Describing letters and words as appearing blurred.
  • Answering questions well orally, but having difficulty writing down the answer.
  • Difficulty carrying out a sequence of directions.
  • Struggling to learn sequences, such as days of the week or the alphabet.
  • Slow and poor handwriting.
  • Problems copying written language and taking longer than normal to complete written work.

Secondary school children and adults

  • Poorly organised written work which lacks expression.
  • Difficulty planning and writing essays, letters or reports.
  • Difficulties studying for exams
  • Trying to avoid reading and writing whenever possible.
  • Difficulty taking notes or copying from the board.
  • Poor spelling.
  • Struggling to remember things such as a PINs or telephone numbers.
  • Struggling to meet deadlines.

Symptoms of dyspraxia

Dyspraxia affects some children more severely than other but symptoms are generally present early in life.

Toddlers

  • Is a messy eater, preferring to eat with fingers rather than a fork or spoon.
  • Is unable to ride a tricycle or play with a ball.
  • Is delayed at becoming toilet trained.
  • Avoids playing with construction toys and puzzles.
  • Doesn’t talk as well as children the same age and might not say single words until age three.

Preschool children

  • Often bumps into people and things.
  • Has trouble learning to jump and skip.
  • Is slow to develop a particular hand dominance (left or right).
  • Often drops objects or has difficulty holding them.
  • Has trouble grasping pencils for writing or drawing.
  • Has difficulty working buttons, snaps and zippers.
  • Speaks slowly or doesn’t enunciate words.
  • Has trouble speaking at the right speed, volume and pitch.
  • Struggles to play and interact with other kids.

Primary school children

  • Tries to avoid sports at break time or PE.
  • Takes a long time to write, due to difficulty gripping pencil and forming letters.
  • Has trouble moving objects from one place to another, such as pieces on a game board.
  • Struggles with games and activities that require hand-eye coordination.
  • Has trouble following instructions and remembering them.
  • Finds it difficult to stand for a long time.

Secondary school children and adults

  • Has trouble with sports that involve jumping and cycling.
  • Tends to fall and trip; bumps into things and people.
  • May talk continuously and repeat things.
  • May forget and lose things.
  • Has trouble picking up on nonverbal. signals from others

About Seán Seán Flanagan is a Dublin-based educational psychologist – contact him at cyberbullyingtalksireland@gmail.com

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Speech development

ASK LUCY

Q My son is 18 months old and has just started saying his first words. It is an extremely exciting time in our house and my husband and I are eager to encourage his speaking as much possible. What advice would you give us on how we can foster this without bombarding and confusing him?

AThere is nothing better than hearing your baby begin to talk. All the hard work you have put in over the last two years is coming back tenfold.
Toddlers will vary significantly with ability and speed of which they talk however a guide would be about 50 words by 2 years of age. The most important thing to watch for is that your baby/toddler is cooing and babbling and begins to string sounds together like “Mama/Dada” They should have a wide range of speech sounds and like to imitate you and things they hear.
There are many ways that you can promote Speech and Language development at home:
1. Slowing down your own speech and taking time over conversations with your little one. Every day is a new experience when you are 18 months, nappy changes, bath time, baking a cake brings endless opportunity for you to interact and offer new words for them to hear and repeat. Make eye contact, smile and use exaggerated tones to keep things interesting and fun for your tot.
2. Review the toys that you have on offer to your tot and ensure that they give plenty of open ended play opportunities. Role play is a wonderful way to allow children to take the lead. Kitchens with lots of plates, cups and pots. Fill the pots with dry pasta and allow your child to cook and serve you. Playdoh, painting, gardening and sandpits are also great for allowing your child to take the lead and babble about what they are doing. Read plenty of books together and point and allow them time to answer any questions that you ask.
3. Limit screen time. Overuse of televisions and iPads do not give your child opportunity to interact in a two way manner.
4. Ask your child lots of open ended questions “What’s that?” “Where are we?” Point at things they know the answer to for boosting confidence (Car/ Car, etc.) When they don’t know the answer, explain it to them. Limit baby talk and speak clearly with good pronunciation, remember you are the teacher and they will copy you.
If you are concerned about your child’s speech and language development, be sure to speak with your GP or developmental Health Nurse. They are very skilled at understanding the difference between speech delays and spotting something that may require professional attention.
Enjoy watching their little brains absorb the world around them and listen to what they have to say. It won’t be too long before they won’t stop talking to you, asking “Why Mummy/ Daddy?” every 5 minutes….

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ASK LUCY

Q My son is 18 months old and has just started saying his first words. It is an extremely exciting time in our house and my husband and I are eager to encourage his speaking as much possible. What advice would you give us on how we can foster this without bombarding and confusing him?

AThere is nothing better than hearing your baby begin to talk. All the hard work you have put in over the last two years is coming back tenfold.
Toddlers will vary significantly with ability and speed of which they talk however a guide would be about 50 words by 2 years of age. The most important thing to watch for is that your baby/toddler is cooing and babbling and begins to string sounds together like “Mama/Dada” They should have a wide range of speech sounds and like to imitate you and things they hear.
There are many ways that you can promote Speech and Language development at home:
1. Slowing down your own speech and taking time over conversations with your little one. Every day is a new experience when you are 18 months, nappy changes, bath time, baking a cake brings endless opportunity for you to interact and offer new words for them to hear and repeat. Make eye contact, smile and use exaggerated tones to keep things interesting and fun for your tot.
2. Review the toys that you have on offer to your tot and ensure that they give plenty of open ended play opportunities. Role play is a wonderful way to allow children to take the lead. Kitchens with lots of plates, cups and pots. Fill the pots with dry pasta and allow your child to cook and serve you. Playdoh, painting, gardening and sandpits are also great for allowing your child to take the lead and babble about what they are doing. Read plenty of books together and point and allow them time to answer any questions that you ask.
3. Limit screen time. Overuse of televisions and iPads do not give your child opportunity to interact in a two way manner.
4. Ask your child lots of open ended questions “What’s that?” “Where are we?” Point at things they know the answer to for boosting confidence (Car/ Car, etc.) When they don’t know the answer, explain it to them. Limit baby talk and speak clearly with good pronunciation, remember you are the teacher and they will copy you.
If you are concerned about your child’s speech and language development, be sure to speak with your GP or developmental Health Nurse. They are very skilled at understanding the difference between speech delays and spotting something that may require professional attention.
Enjoy watching their little brains absorb the world around them and listen to what they have to say. It won’t be too long before they won’t stop talking to you, asking “Why Mummy/ Daddy?” every 5 minutes….