Specific learning Disorder
Neurodevelopmental Disorders that appears early in life disrupt the normal course of development. Interrupting or preventing the development of one skill impedes mastery of the skill that is normally acquired next. Knowing what skills are disrupted by a particular disorder is essential to developing appropriate intervention Strategies.
Childhood is considered particularly important, because the brain changes significantly for several years after birth; this is also when critical developments occur in social, emotional, cognitive and other important competency areas. These changes mostly follow pattern: The child develops one skill before acquiring the next. Although this pattern of change is only one aspect of development, it is an important concept at this point because it implies that any disruption in the development of early skills will, by the very nature of this sequential process, disrupt the development of later skills. This disorder is mostly considered as childhood Disorders.
About Specific learning Disorder:
On a personal level, because parents often invest a great deal of time, resources, and Emotional energy to ensure their children's academic success, it can be extremely upsetting when a child with no obvious intellectual deficits does not achieve as expected. Specific Learning Disorder is characterized by performance that is substantially below what would be expected given the person's ages, intelligence Quotient [IQ] score, and education.
Theories assume genetic, neurobiological and environmental factors. It is clear that learning disorders run in families and sophisticated family and twin studies bears it out. Reading disorders are sometimes broken into problems with word recognition [difficulty decoding single words sometimes called Dyslexia] fluency [problems being able to read words and sentences smoothly and automatically] and comprehension [difficulty getting meaning from what is read.]
• Education Intervention
- Basic processing
- Cognitive and behavioral skills.
David H. Barlow, BOSTON UNIVERSITY
V. Mark Durand, UNIVERSITY OF SOUTH FLORIDA- ST. PETERSBERG
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