Nonverbal Learning Disability

Nonverbal Learning Disability

Introduction

Nonverbal Learning Dis (NVLD ) is a specific learning disability affecting both children and adults in their academic progress as well as their social and emotional development . Rourke (1985 , 1989 ) describes NVLD as a cluster of neuropsychological , academic , and social-emotional characteristics reflecting primary deficiencies in non-verbal reasoning Several significant issues are encompassed by NVLD including learning academic , social and emotional . Generally , children with learning disabilities do not have considerable problems with normal social and emotional development . Academic difficulties , on one hand , may affect children with NVLD

but not significantly on social and emotional areas The combination of learning , academic , social and emotional issues is a valid identification of NVLD . Moreover , NVLD can be identified not until the child is in middle-to-late elementary school since pattern of academic strengths and weaknesses along with social relations difficulties are not always apparent in early childhood

Compared to language-based learning disabilities (e .g . dyslexia nonverbal learning disabilities as less well-known . As a matter of fact , most NVLD often go undiagnosed for the reason that reading ability tends to be considered as the chief indicator of academic well-being by most school systems . Rourke (1985 , 1989 ) differentiated this subgroup of learning disabilities from others that are more frequently known and better understood through years of research . Nonverbal learning disabilities present an exceptional challenge to both parents and teachers because it has a prominent effect on social interaction and academic performance

Significance of the Study

Learning diss are common among elementary school children Studies from Weinberg , Harper , and Brumback (1995 ) showed that as many as 10 percent of school-aged children have problems with educational achievement or school behavior . Additionally , Levine (1995 ) showed that as many as 15-30 percent of children may suffer school failures due to learning diss that usually result from subtle problems with neurological development or mild brain dysfunctions

Only a few nursing professionals are familiar with nonverbal learning disability and their manifestations notwithstanding the prevalence of learning diss in children . Johnson (1995 ) provided reason for this tendency asserting that it is because 80 percent of all children with learning disabilities have verbal learning disabilities that affect their ability to read , speak , or listen but not their nonverbal learning

Characterizing Nonverbal Learning Disability

Also termed as right-hemisphere dysfunction , nonverbal learning disability affects one of every ten children with a learning disability (Rourke 1995 Torgeson 1993 . There are five specific divisions that characterized children with NVLD . These five divisions include problems in the areas of academic performance , social competencies , visual spatial abilities , motor coordination , and emotional functioning

Most young children with NVLD have the tendency to stray from home or groups and easily get lost . Oftentimes , they spill things at mealtime and have trouble dressing themselves because of motor coordination problems . Problems with spatial skills come out in a weak understanding of nonverbal information such as pictures and cartoons , and tasks like puzzles

Because of their auditory strengths , children with NVLD are able to use words in an adult fashion and learn to...