“I think my son with autism (high functioning) may have a learning disability. How can I know for sure? And what should I do about it?”
Many kids with Asperger’s and High-Functioning Autism have difficulty with writing, reading comprehension, or other learning-related tasks, but this doesn’t necessarily mean they have a learning disability. A youngster with a learning disability often has several related signs, which persist over time. The signs of a disability vary from child to child.
Each learning disability has its own signs. Also, not every child with a particular disability will have ALL of the signs. Common indicators include:
Many kids with Asperger’s and High-Functioning Autism have difficulty with writing, reading comprehension, or other learning-related tasks, but this doesn’t necessarily mean they have a learning disability. A youngster with a learning disability often has several related signs, which persist over time. The signs of a disability vary from child to child.
Each learning disability has its own signs. Also, not every child with a particular disability will have ALL of the signs. Common indicators include:
- Difficulty finding the right way to say something
- Difficulty listening well
- Difficulty remembering
- Difficulty staying on task (i.e., easily distracted)
- Difficulty with concepts related to time
- Difficulty with reading and/or writing
- Immature way of speaking
- Impulsive behavior
- Inappropriate responses in school or social situations
- Inconsistent school performance
- Poor coordination
- Problems paying attention
- Problems staying organized
- Problems understanding words or concepts
- Problems with math skills
- Trouble following directions
Here are some common learning disabilities and the signs associated with them:
Dyspraxia—
A child with dyspraxia has problems with motor tasks (e.g., hand-eye coordination) that can interfere with learning. Other symptoms of dyspraxia include:
- Trouble with tasks that require hand-eye coordination (e.g., coloring within the lines, assembling puzzles, cutting precisely, etc.)
- Sensitivity to touch (e.g., irritation over certain clothing textures)
- Sensitivity to loud and/or repetitive noises (e.g., ticking of a clock)
- Problems organizing oneself and one's things
- Poor balance
- Breaking things
==> Parenting Children and Teens with High-Functioning Autism
Dysgraphia—
Dysgraphia is characterized by problems with writing, which cause a youngster to be tense and awkward when holding a pen or pencil to the extent of contorting his body. The youngster with very poor handwriting that he does not outgrow may have dysgraphia. Other signs of Dysgraphia include:
Dysgraphia—
Dysgraphia is characterized by problems with writing, which cause a youngster to be tense and awkward when holding a pen or pencil to the extent of contorting his body. The youngster with very poor handwriting that he does not outgrow may have dysgraphia. Other signs of Dysgraphia include:
- Trouble writing down thoughts in a logical sequence
- Trouble writing down ideas
- Saying words out loud while writing
- Problems with grammar
- Leaving words unfinished or omitting them when writing sentences
- A strong dislike of writing
- A quick loss of interest while writing
Dyscalculia—
Signs of this disorder include problems understanding basic math concepts (e.g., fractions, number lines, positive and negative numbers, etc.). Other symptoms include:
- Trouble with understanding the time sequence of events
- Trouble recognizing logical information sequences (e.g., steps in math problems)
- Trouble making change in cash transactions
- Messiness in putting math problems on paper
- Difficulty with verbally describing math processes
- Difficulty with math-related word problems
Dyslexia—
Children with dyslexia usually have trouble making the connections between letters and sounds. They also have difficulty with spelling and recognizing words. Other signs include:
- Trouble learning foreign languages
- Trouble distinguishing left from right
- Slowness in learning songs and rhymes
- Slow reading
- Poor spelling
- Poor self-expression (e.g., saying "thing" or "stuff" for words not recalled)
- Giving up on longer reading tasks
- Failure to fully understand what others are saying
- Difficulty understanding questions and following directions
- Difficulty recalling numbers in sequence (e.g., telephone numbers and addresses)
- Difficulty organizing written and spoken language
- Difficulty learning new vocabulary (either through hearing or reading)
- Delayed ability to speak
30 - 50 % of children with ADHD have a learning disability. The reverse is true, too. 30 – 50 % with a learning disability have ADHD. If a youngster has been diagnosed with ADHD and continues to have problems academically, he or she may a learning disability.
==> Parenting Children and Teens with High-Functioning Autism
Below is a self-test that will give parents clues about whether or not their youngster has a learning disability.
Preschool:
- My youngster has problems with remembering routines, information, and multiple instructions.
- My youngster has poor physical coordination and uneven motor development (e.g., delays in learning to run, color, use scissors, etc.).
- My youngster has delays in socialization (e.g., playing with - and responding to - his peer group).
- My youngster has communication problems (e.g., slow language development, difficulty with speech).
- He finds it hard to understand what is being said or communicating his thoughts to others.
Kindergarten to 4th Grade:
- My youngster loses work she has done or forgets to turn it into the educator.
- My youngster is challenged when it comes to doing math.
- My youngster has trouble with reading comprehension.
- She has problems forming letters and numbers.
- She has problems with basic spelling and grammar.
- My youngster has trouble understanding oral instructions.
- He has difficulty expressing himself verbally.
- My youngster has trouble organizing information, materials (e.g., notebook, binder, papers), and concepts.
- My youngster has trouble blending sounds and letters to sound out words.
- She has trouble remembering familiar words by sight.
- My youngster has problems with rapid letter recognition and with learning phonemes (i.e., individual units of sound).
- He has difficulty remembering facts.
5th and 6th Grades:
- My youngster finds it hard to stay organized in school.
- He loses personal belongings, papers, assignments, or forgets to turn them in.
- My youngster has difficulty learning new math concepts and successfully applying them.
- She has difficulty organizing her thoughts for written work.
- My youngster is challenged when it comes to reading material independently.
- He has trouble retaining what he read.
Middle School:
- My youngster has difficulty with time management, organization, and developing learning strategies.
- My youngster has trouble retaining what was read (i.e., reading fluency).
- He has difficulty organizing and writing answers on papers and tests (i.e., writing fluency).
- He has problems mastering more advanced math concepts.
High School:
- My youngster has increased difficulty with time planning and organization as more independent work is expected.
- My youngster has increased difficulty with writing papers, reading assignments, and understanding math concepts.
If parents agree with a majority of the statements above, they should discuss their concerns with their child’s educator(s). Most public schools use a 3-tier model for evaluation:
- The educator observes the youngster. If she or he agrees with the parent’s concerns, a special-education teacher will observe the youngster in class.
- Modified teaching strategies will be tried.
- If the special-education teacher agrees, a formal evaluation will be done to determine if the child has a learning disability.
If the youngster’s educator does not respond to parents’ concerns, they should speak with the principal. If the youngster is in a private school, parents are entitled to speak to the principal of the public school their youngster would have gone to and request help.
==> CLICK HERE for more information on the academic challenges of children on the autism spectrum...
Resources for parents of children and teens on the autism spectrum:
==> Parenting System that Reduces Defiant Behavior in Teens with Autism Spectrum Disorder
==> Launching Adult Children with Autism Spectrum Disorder: Guide for Parents Who Want to Promote Self-Reliance
==> Teaching Social-Skills and Emotion-Management to Children with Autism Spectrum Disorder
==> Parenting Children and Teens with High-Functioning Autism: Parents' Comprehensive Handbook
==> Unraveling the Mystery Behind High-Functioning Autism: Audio Book
==> Crucial Research-Based Parenting Strategies for Children and Teens with High-Functioning Autism
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Resources for Neurodiverse Couples:
==> Online Group Therapy for Men with ASD
==> Online Group Therapy for NT Wives
==> Living with ASD: eBook and Audio Instruction for Neurodiverse Couples
==> One-on-One Counseling for Struggling Individuals & Couples Affected by ASD
==> Online Group Therapy for Couples Affected by Autism Spectrum Disorder
==> Cassandra Syndrome Recovery for NT Wives
==> ASD Men's MasterClass: Social-Skills Training and Emotional-Literacy Development
==> Pressed for time? Watch these "less-than-one-minute" videos for on the go.
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