Is there a difference between dyslexia and attention deficit disorder?Between 10 and 20 percent of all school-aged children have learning disabilities. Although ADD and ADHD are a different diagnosis than specific learning disability (dyslexia), children who are diagnosed as having attentions deficits usually have some of the symptoms of a specific learning disability.The diagnosis usually reflects which of the learning difficulties is most pronounced.
How can attention deficit disorder be identified?Attention deficit disorder is usually apparent before the age of seven. A child who has ADD has impaired attention not just in school but in other areas of life as well. He may be prone to daydreaming, ignoring his surroundings, or he maybe distractible and notice every little thing in his environment. If a child can play video games for hours or watch a long television show without losing interest, his lack of attention in school may be related to the difficulties he experiences because of a specific learning difference or processing deficits.
What are the characteristics of attention deficit disorder with hyperactivity?A child who has been diagnosed as ADHD will demonstrate one, two or all three of these characteristics: distractibility, hyperactivity, impulsivity.
A child who is DISTRACTIBLE may have trouble paying attention because he focuses on unimportant noises or objects as easily as on the main activity.
HYPERACTIVE children do not have to be running around at all times. They may show constant motion by tapping their fingers or feet or by doing several things at once.
Children who are IMPULSIVE do not stop to think before they act. They interrupt and sometimes overreact by yelling, throwing or hitting.
Though their behavior may be the same as a child with emotional or behavioral problems, the cause is based on a dysfunction. Remember, a diagnosis of ADHD does not necessarily mean that a child has all three characteristics. Your doctor may prescribe a medication to decrease these symptoms, but if your child also has a learning disability, as many children with ADHD have, it will not cure all of their problems in school. With appropriate educational intervention students can learn to overcome many problems and compensate for those they cannot overcome.
What is a processing disorder?Both auditory processing disorder and visual processing disorder are often part of the larger syndrome known as dyslexia. However, when a child's primary difficulty with learning is concentrated in one or the other of these areas, a diagnosis of a processing disorder may be the best description of the individual’s difficulties. Auditory and visual processing disorders are not mutually exclusive. An individual may be diagnosed with both visual and auditory processing disorders. The key to success for those with one or both of these deficiencies is to recognize the disorder and implement compensatory strategies as quickly as possible. Multisensory presentations will allow the student to maximize his ability to learn. By involving both the weaker as well as the stronger ability, the weaker sense may improve somewhat and at least not become even weaker.
In its simplest terms, auditory processing disorder means that a person hears sounds but has difficulty interpreting and gathering meaning from them. Here are some of the symptoms of an auditory processing disorder:
• Difficulty paying attention during lectures• Frequently asks for repeated directions or information• Misses the point in questions or jokes• Is distracted by noises• Forgets what he or she has heard
Auditory processing disorder can affect one or more of the following:• Auditory memory - the ability to remember what has been heard• Auditory discrimination - the ability to distinguish between language sounds• Auditory attention - the ability to concentrate on oral presentations• Auditory figure/ground processing - background noise interferes excessively with effective listening• Auditory conception - the ability to grasp abstract or language-based concepts orally.
How is a visual processing disorder identified?In its simplest terms, a visual processing disorder means that an individual sees images, but has difficulty interpreting what is seen and drawing meaning from the images. Here are some of the symptoms of a visual processing disorder:• Has difficulty focusing on visual material such as books or charts• Frequently asks for oral directions or information despite visual information being present• Misses either visual detail or the overall concept in an image• Has difficulty working with information that is “too busy” or too stimulating• Forgets what visual images look like or seems oblivious to them• Has difficulty with spelling and reading words that are not phonetic• Has difficulty recognizing letters• Often loses his or her place when reading
Visual processing disorder can affect one or more of the following:• Visual memory - the ability to remember what has been seen• Visual discrimination - the ability to distinguish between similar images• Visual attention - the ability to focus on material that is only visual (such as difficulty working independently from a book)• Visual figure/ground processing - difficulty comprehending shapes, figures or symbols• Visual tracking - the ability to effectively scan a line, page or chart
What educational programs are effective for children with specific learning differences?Generally speaking, structured multisensory teaching programs are the most effective for children with learning differences. At DePaul School we emphasize visual (see it), auditory (say it and hear it), and kinesthetic (feel it) teaching strategies. Our approach to learning is positive. DePaul uses a variety of well-researched programs to address learning differences. All programs complement the DePaul Structured Linguistic Program, based on Orton-Gillingham teaching methods.
A key concept in teaching individuals with learning differences is to use and involve as many senses as possible in learning activities. Hands-on experiential learning is usually the most effective. DePaul teachers are active in making sure that material is understood and integrated into the student’s broader body of knowledge. Problem-solving strategies and learning techniques are an integral part of the curriculum.
In reading and spelling instruction, phonemic awareness is a critical component of cracking the code to literacy for those with learning differences. Students must be trained to break apart, sequence and synthesize segments of sound. The program used at DePaul has a dramatic track record for developing this ability. All DePaul teachers have been professionally trained in this program.
GLOSSARY OF TERMS
ADD see attention deficit disorder
ADHD see attention deficit with hyperactivity disorder
attention deficit disorder This condition is identified by an individual's difficulty staying focused on a task.
attention deficit with hyperactivity disorder This condition is identified by an individual’s difficulty staying focused on the task at hand, often accompanied with excessive activity and energy.
auditory discrimination The ability to distinguish one speech sound from another. People with auditory discrimination difficulties often" mishear” what has been said.
auditory processing disorder Difficulty understanding speech. Sometimes there is a moment’s lag before a person with an auditory processing disorder understands oral information.
critical thinking skills Reasoning beyond a literal level. Includes the ability to generalize and apply knowledge in new situations and being able to infer or predict what might happen next.
direct instruction A style of teaching where all students are actively engaged in oral responses and work toward mastery by all before new material is introduced. Teacher's role is heavily scripted.
disorder of written expression Includes difficulties with the physical act of writing as well as the ability to put thoughts into words on paper.
distractible The characteristic of following minor incidental distractions and losing track of the main activity.
dyslexia Partial inability to read or to understand what one reads either silently or aloud despite adequate intelligence and normal instruction.
hyperactivity Excessive activity compared to others of the same age.
impulsiveness Tendency to act without thinking or considering consequences or alternatives
long-term memory deficit The inability to retain information after the initial learning has taken place. For example, a child might memorize words effectively for a test, but not retain that knowledge for future use.
mathematics disorder Great difficulty performing and understanding mathematical processes.
mental images Mind pictures formed to represent what is said in words.
multisensory approach A teaching style conveying information with a variety of presentations, for example speaking about something while using pictures or graphics or including materials that may be touched and examined.
Orton-Gillingham method A comprehensive approach to reading and language instruction developed by Samuel Orton and June Gillingham.
phonemic awareness The ability to break words or syllables into sound segments or blend sounds together. Phonemic awareness activities include rhyming tasks, identifying words with similar sound patterns or being able to alter a sound segment in a specific way (say “dog” but leave off the beginning sound).
reading comprehension The ability to draw meaning and information from printed materials.
reading disorder The inability to read or draw meaning from reading despite adequate intelligence and instruction in reading.
short-term memory deficit The inability to memorize or recall information when working with it for a limited but intense period.
tutoring A learning activity performed outside of the classroom setting, usually one student working with one instructor, but may be a very small group of students working with one instructor.
visual processing disorder Difficulty interpreting visual images in a way that is meaningful. For instance, difficulty looking at a picture with many details and understanding what it is about.