Learning disabilities present at birth in subjects with neurological or sensory disabilities (eg mental retardation, deafness) should be distinguished from disorders that occur during the 'school age, in individuals with adequate cognitive abilities, visual and hearing impairments.
The diagnostic criteria are as follows:
1) significant impairment of skill-specific education (the degree of impairment for less than 3% of the school population); previous developmental disorders (eg, speech delay), associated problems (eg hyperactivity, conduct disorder), clinical manifestations (abnormalities that are not part of normal development), the academic difficulties were resolved quickly with no intervention at home and / or school.
2) The level of learning of the subject must be less than that expected for a child of the same mental age.
3) The impairment must affect the development, must have been present during the early years of schooling and experience more Later in the educational process.
4) There must be no external factors that cause academic difficulties (eg, prolonged absences from school, inadequate education).
THE CHILD WITH LEARNING DISORDERS
problems of children with specific learning disabilities (SLD) (reading, writing, calculation, etc ...) are not due to:
-
disorders of intelligence - emotional or relational problems
- the wrong approach by parents or teachers
- Laziness and unwillingness
THE VARIABLE IN THE DEVELOPMENTAL DISORDERS OF 'LEARNING
- The definition of the severity of the disorder depends on age (for example, is symptomatic of a delay reading equal to grade III in 2 years and a backlog of reading for 2 years in III media)
- The configuration assumes that the disorder may vary with age and education.
DYSLEXIA Dyslexia is characterized by difficulty in learning reading skills in school children (as measured by individually administered standardized tests on accuracy, speed, understanding), not caused by sensory deficits or inadequate schooling. The reading is labored, not expressive and always under an application made for age, general intellectual level appropriate to the age and education. Dyslexia is almost always connected with other problems so that you prefer to speak of dyslexic syndrome, which includes difficulty in writing and reading processes and writing the number and calculation. The normal variations in reading skills are different from dyslexia, which can be diagnosed only if the subject were given adequate educational opportunities and cultural, if his IQ is in the middle and if it has no sensory deficits that can alone explain the problems reading.
INDICATORS OF DYSLEXIA
The school child:
- acquired late normal language skills - mispronounces a few words, letters or letter groups - confuses indications of direction (eg over / under, inside / outside) - stumbles, bangs, falls over - and may be quick thinking and action - have difficulty learning nursery rhymes - has difficulty with the "sequences" (eg orderly succession of colored beads)
The child up to 9 years:
- have difficulty learning to read and write - changes continuously numbers and letters (eg. "15" "51", "b" with "d" ) - the effort to learn the alphabet, multiplication tables and sequences of names, like the days of the week and months of the year - is inattentive and poor concentration - can not easily tie his shoe to hit the ball, bounced
The child from 9 to 12 years:
- persists in the errors in reading and / or has a poor understanding of the content - or fails to reverse letters and words in reading and writing - to make writing assignments takes longer than the average - is disorganized in school and at home - has difficulty copying from the blackboard or in the text - she had feelings of lack of confidence in himself and in his ability - find it difficult to learn foreign languages \u200b\u200b
DIFFERENTIAL DIAGNOSIS AND
'clinically important to discriminate between disorders evolution of specific academic skills that arise in the absence of clinically diagnosable neurological conditions and those that are secondary to some neurological condition such as cerebral palsy. The specific disorders of scholastic skills are included within those affected by psychological development (eg the specific disorders of language, motor function). The differential diagnosis includes:
- Changes in school performance within the limits (lower) of standard
- academic difficulties due to lack of opportunity, poor education, cultural factors
- learning difficulties arising from poor eyesight or hearing, to unless the learning difficulties are in excess of what is usually associated with these deficits
- mental retardation, except those cases with level of learning (reading, writing, or calculation) significantly below the level expected on the basis of education and degree of mental retardation
-Pervasive Developmental Disorders, unless the school level is significantly lower than expected on the basis of education and intellectual functioning.
reading disorder
The specific reading disorder that involves the child is:
- unable to achieve the levels expected with regard to the accuracy, speed or comprehension
- lead to distortions, substitutions or omissions in reading aloud , both slow and make mistakes in understanding both the reading aloud and reading silently.
The nature of the problem depends on the expected level of reading, the type of language and writing system. In the early stages of learning to read and write a kind of alphabet, there can be difficulty in reciting the alphabet, recognize the letters correctly, to provide simple rhymes to analyze or categorize certain words and sounds. As a result, there may be errors in reading aloud, consisting of:
a) omissions, substitutions, distortions or additions of words or parts of words;
b) slowness of reading;
c) false starts, long hesitation or loss of position in the text and style is not accurate;
d) inversion of words in sentences or letters within words.
deficits in reading comprehension may also be highlighted by:
a) an inability to remember things read;
b) an inability to draw conclusions or inferences from material read;
c) use of general knowledge rather than information derived from reading in answering questions about what they read.
specific reading retardation, developmental dyslexia, the difficulty of spelling associated with a reading disorder are factors included in the specific disorder of reading while they are excluded: the 'acquired alexia and dyslexia, reading difficulties acquired, secondary to emotional disturbance and the disturbance of the spelling is not associated with reading difficulties.
DISORDER SPECIFIC TO WRITE O dysorthography
In addition to reading difficulties dyslexic children almost always committed to writing spelling mistakes, make mistakes in reading or writing numbers and performing mental calculations and written, sometimes written with a calligraphy incomprehensible. In this sense, it is called "dyslexic syndrome" which includes a constellation of disorders that affect as well as reading, writing and mathematics also (dyslexia, dysorthography, dyscalculia, dysgraphia).
In terms of models of mental functioning, these disorders should be kept distinct, as you can see cases, even among children, which are selectively one of these difficulty, shown to be free in the other tasks. The dysorthography which significant impairment in the development of writing skills spelling takes into account only the transcription process, namely:
- the noise of the components of phonological processing (errors and omissions in the choice of phonemes)
- the noise component in the process of spelling (errors in the words homophonic).
The most frequent errors that the child does dysorthography in reading and writing are:
- inability to distinguish letters very similar to the form ('m' and 'n', 'b' and 'd', 'p' and ' q ') or sound (' d 'and' t ',' b ' and 'p');
- reversal of letters ('id' to 'of', 'lad' for 'from');
- omission of letters or syllables within a word ('gifts' for 'tomorrow' )
- replacing whole words in a trial ('auto' instead of 'air');
- no double;
- free composition in the text is short, poor vocabulary, the composition of words in inappropriate phrases and punctuation lacking.
DISORDER SPECIFIC SKILLS OF ARITHMETIC
The disorder involves a specific impairment in arithmetical skills is not only explicable on the basis of mental retardation or global education inadequate education. The deficit concerns the mastery of basic computing skills (addition, subtraction, multiplication and division, rather than the more abstract math skills involved in algebra, trigonometry or geometry).
The arithmetic performance of children (assessed using a standardized arithmetic test administered individually) must be significantly below the expected level according to his age, his general intellectual level and his schooling. The difficulties in arithmetic should not be primarily due to an inadequate education or the direct effects of visual impairment, hearing or neurological disease and should not be acquired as a result of neurological, psychiatric or otherwise. In contrast with what happens to many children with reading disorders, children with specific disorder of arithmetic skills tend to have auditory-perceptual and verbal skills in standard while visuopercettive and visuospatial abilities are compromised. The arithmetic problems that may occur are varied, including: an inability to understand the basic concepts of special arithmetic operations, a lack of understanding of mathematical terms or signs, the lack of recognition of numerals, and the difficulties in implementing the standard arithmetic manipulations, the difficulty of understanding what data are relevant to the problem arithmetic test and the difficulty of properly aligning the numbers or symbols or decimal place during calculations, the defect spatial organization of arithmetical calculations, the inability to satisfactorily learn the multiplication tables.
developmental arithmetic disorder, developmental Gerstmann's syndrome, the 'acalculia evolutionary factors are included in the specific disorder of arithmetic skills while they are excluded: the arithmetic difficulties associated with a reading disorder or spelling, arithmetic difficulties mainly due to an education Inadequate acquired arithmetic disorder. Dr. Rosalia
Cipollina
The diagnostic criteria are as follows:
1) significant impairment of skill-specific education (the degree of impairment for less than 3% of the school population); previous developmental disorders (eg, speech delay), associated problems (eg hyperactivity, conduct disorder), clinical manifestations (abnormalities that are not part of normal development), the academic difficulties were resolved quickly with no intervention at home and / or school.
2) The level of learning of the subject must be less than that expected for a child of the same mental age.
3) The impairment must affect the development, must have been present during the early years of schooling and experience more Later in the educational process.
4) There must be no external factors that cause academic difficulties (eg, prolonged absences from school, inadequate education).
THE CHILD WITH LEARNING DISORDERS
problems of children with specific learning disabilities (SLD) (reading, writing, calculation, etc ...) are not due to:
-
disorders of intelligence - emotional or relational problems
- the wrong approach by parents or teachers
- Laziness and unwillingness
THE VARIABLE IN THE DEVELOPMENTAL DISORDERS OF 'LEARNING
- The definition of the severity of the disorder depends on age (for example, is symptomatic of a delay reading equal to grade III in 2 years and a backlog of reading for 2 years in III media)
- The configuration assumes that the disorder may vary with age and education.
DYSLEXIA Dyslexia is characterized by difficulty in learning reading skills in school children (as measured by individually administered standardized tests on accuracy, speed, understanding), not caused by sensory deficits or inadequate schooling. The reading is labored, not expressive and always under an application made for age, general intellectual level appropriate to the age and education. Dyslexia is almost always connected with other problems so that you prefer to speak of dyslexic syndrome, which includes difficulty in writing and reading processes and writing the number and calculation. The normal variations in reading skills are different from dyslexia, which can be diagnosed only if the subject were given adequate educational opportunities and cultural, if his IQ is in the middle and if it has no sensory deficits that can alone explain the problems reading.
INDICATORS OF DYSLEXIA
The school child:
- acquired late normal language skills - mispronounces a few words, letters or letter groups - confuses indications of direction (eg over / under, inside / outside) - stumbles, bangs, falls over - and may be quick thinking and action - have difficulty learning nursery rhymes - has difficulty with the "sequences" (eg orderly succession of colored beads)
The child up to 9 years:
- have difficulty learning to read and write - changes continuously numbers and letters (eg. "15" "51", "b" with "d" ) - the effort to learn the alphabet, multiplication tables and sequences of names, like the days of the week and months of the year - is inattentive and poor concentration - can not easily tie his shoe to hit the ball, bounced
The child from 9 to 12 years:
- persists in the errors in reading and / or has a poor understanding of the content - or fails to reverse letters and words in reading and writing - to make writing assignments takes longer than the average - is disorganized in school and at home - has difficulty copying from the blackboard or in the text - she had feelings of lack of confidence in himself and in his ability - find it difficult to learn foreign languages \u200b\u200b
DIFFERENTIAL DIAGNOSIS AND
'clinically important to discriminate between disorders evolution of specific academic skills that arise in the absence of clinically diagnosable neurological conditions and those that are secondary to some neurological condition such as cerebral palsy. The specific disorders of scholastic skills are included within those affected by psychological development (eg the specific disorders of language, motor function). The differential diagnosis includes:
- Changes in school performance within the limits (lower) of standard
- academic difficulties due to lack of opportunity, poor education, cultural factors
- learning difficulties arising from poor eyesight or hearing, to unless the learning difficulties are in excess of what is usually associated with these deficits
- mental retardation, except those cases with level of learning (reading, writing, or calculation) significantly below the level expected on the basis of education and degree of mental retardation
-Pervasive Developmental Disorders, unless the school level is significantly lower than expected on the basis of education and intellectual functioning.
reading disorder
The specific reading disorder that involves the child is:
- unable to achieve the levels expected with regard to the accuracy, speed or comprehension
- lead to distortions, substitutions or omissions in reading aloud , both slow and make mistakes in understanding both the reading aloud and reading silently.
The nature of the problem depends on the expected level of reading, the type of language and writing system. In the early stages of learning to read and write a kind of alphabet, there can be difficulty in reciting the alphabet, recognize the letters correctly, to provide simple rhymes to analyze or categorize certain words and sounds. As a result, there may be errors in reading aloud, consisting of:
a) omissions, substitutions, distortions or additions of words or parts of words;
b) slowness of reading;
c) false starts, long hesitation or loss of position in the text and style is not accurate;
d) inversion of words in sentences or letters within words.
deficits in reading comprehension may also be highlighted by:
a) an inability to remember things read;
b) an inability to draw conclusions or inferences from material read;
c) use of general knowledge rather than information derived from reading in answering questions about what they read.
specific reading retardation, developmental dyslexia, the difficulty of spelling associated with a reading disorder are factors included in the specific disorder of reading while they are excluded: the 'acquired alexia and dyslexia, reading difficulties acquired, secondary to emotional disturbance and the disturbance of the spelling is not associated with reading difficulties.
DISORDER SPECIFIC TO WRITE O dysorthography
In addition to reading difficulties dyslexic children almost always committed to writing spelling mistakes, make mistakes in reading or writing numbers and performing mental calculations and written, sometimes written with a calligraphy incomprehensible. In this sense, it is called "dyslexic syndrome" which includes a constellation of disorders that affect as well as reading, writing and mathematics also (dyslexia, dysorthography, dyscalculia, dysgraphia).
In terms of models of mental functioning, these disorders should be kept distinct, as you can see cases, even among children, which are selectively one of these difficulty, shown to be free in the other tasks. The dysorthography which significant impairment in the development of writing skills spelling takes into account only the transcription process, namely:
- the noise of the components of phonological processing (errors and omissions in the choice of phonemes)
- the noise component in the process of spelling (errors in the words homophonic).
The most frequent errors that the child does dysorthography in reading and writing are:
- inability to distinguish letters very similar to the form ('m' and 'n', 'b' and 'd', 'p' and ' q ') or sound (' d 'and' t ',' b ' and 'p');
- reversal of letters ('id' to 'of', 'lad' for 'from');
- omission of letters or syllables within a word ('gifts' for 'tomorrow' )
- replacing whole words in a trial ('auto' instead of 'air');
- no double;
- free composition in the text is short, poor vocabulary, the composition of words in inappropriate phrases and punctuation lacking.
DISORDER SPECIFIC SKILLS OF ARITHMETIC
The disorder involves a specific impairment in arithmetical skills is not only explicable on the basis of mental retardation or global education inadequate education. The deficit concerns the mastery of basic computing skills (addition, subtraction, multiplication and division, rather than the more abstract math skills involved in algebra, trigonometry or geometry).
The arithmetic performance of children (assessed using a standardized arithmetic test administered individually) must be significantly below the expected level according to his age, his general intellectual level and his schooling. The difficulties in arithmetic should not be primarily due to an inadequate education or the direct effects of visual impairment, hearing or neurological disease and should not be acquired as a result of neurological, psychiatric or otherwise. In contrast with what happens to many children with reading disorders, children with specific disorder of arithmetic skills tend to have auditory-perceptual and verbal skills in standard while visuopercettive and visuospatial abilities are compromised. The arithmetic problems that may occur are varied, including: an inability to understand the basic concepts of special arithmetic operations, a lack of understanding of mathematical terms or signs, the lack of recognition of numerals, and the difficulties in implementing the standard arithmetic manipulations, the difficulty of understanding what data are relevant to the problem arithmetic test and the difficulty of properly aligning the numbers or symbols or decimal place during calculations, the defect spatial organization of arithmetical calculations, the inability to satisfactorily learn the multiplication tables.
developmental arithmetic disorder, developmental Gerstmann's syndrome, the 'acalculia evolutionary factors are included in the specific disorder of arithmetic skills while they are excluded: the arithmetic difficulties associated with a reading disorder or spelling, arithmetic difficulties mainly due to an education Inadequate acquired arithmetic disorder. Dr. Rosalia
Cipollina
taken from DSM-IV Diag and Statistical Manual, American Psychiatric Association, 1995 / ICD-10 International Classification of Diseases, WHO, 1992
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