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Individuals with NLD needs these extra accommodations, so it is important for them to learn that these accommodations are needed and to communicate this to teachers and/or employers

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Classroom accommodations for nonverbal learning disabilities

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What accommodations can help kids with nonverbal learning disabilities? Here are some strategies to try in the classroom.

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students with NLD are capable of communication, but non literal or metaphorical ideas are sometimes hard, so communicating in clear and literal way is most important, and it is important that those with NLD are able to understand this and be comfortable communicating this to their peers in the future

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This is the first in a series of articles about non-verbal learning disorder developed in collaboration with Winston Preparatory School, a New York area school that has taken a leading role in working with students with the disorder.
When we think of learning disorders, we tend to think of dyslexia and other disorders involving language-that is, kids who have trouble decoding language and learning to read.

But there is another, less well-known type of learning disorder that's not about verbal communication-hence it's called non-verbal learning disorder. You'll see it referred to as NVLD or NLD. It isn't an official diagnosis like ADHD and autism -in fact many kids who have non-verbal learning challenges have those diagnoses. But experts say focusing on NLD explains what's happening with kids-and how to help them learn-better than those diagnoses.

NLD and recognizing patterns

Kids who have NLD do not have trouble decoding language, reading, or learning information in a rote way. As Scott Bezsylko, executive director of Winston Preparatory School, puts it, "Think of it as the opposite of dyslexia." The problems these kids have involve, he says, all the other kinds of learning. "All the stuff that involves understanding information-relationships, concepts, ideas, patterns."

These deficits-all things related to the right hemisphere of the brain-can affect a child's ability to do a surprising variety of things. Physical coordination, social interaction, problem solving, organizing thoughts, planning-all these things can be challenging. They seem very different, but the unifying theme is that each requires the ability to recognize patterns or concepts and then apply them to new situations.

The five areas of NLD

There are five areas in which children with NLD show weakness. Not all children have weaknesses in all areas.
1. Visual and Spatial Awareness:
Many kids with NLD have trouble understanding visual imagery. For example when they are asked to copy a shape like a cube they produce "profound distortions," says Bezsylko. "These kids can't accurately perceive the cube, the forms that make up the cube, and the relationships between them. Hence they can't copy it."

They also have difficulty evaluating visual-spatial information. This means they have trouble grasping the relationships between things they see and having a clear sense of where they are. This can make them physically awkward.
2. Higher-Order Comprehension:
Higher-order comprehension is the ability to identify the main idea in something, the details that support the main idea, and the relationships among them. This affects kids' ability to comprehend reading, and write or tell a story effectively.

It also affects taking notes. Bezsylko observed that some kids essentially take down everything the teacher says because they don't know what's important and what not to take down. Other kids don't know what's important so they take down nothing, and people think they aren't paying attention. Or they take down all the wrong things.
3. Social Communication
Most kids with non-verbal learning disorders have trouble reading emotion in facial cues and body language, so they often don't know what's going on in social interactions. They miss the social patterns that other kids pick up automatically, so they don't know what's appropriate behavior in a given situation.

Difficulties with social communication is one reason why kids with NLD often focus-sometimes obsessively-on technology. "In chat rooms or in a video game they don't have to deal with all the nonverbal stuff," Bezsylko notes.
4. Math Concepts
Many kids with NLD are very good at rote learning, and they are able to do well in math just by memorizing data. But as they get older they struggle to solve more advanced mathematical problems that are based on recognizing concepts and patterns. Even with a problem they've seen before, if it's approached differently or modified slightly, they have trouble recognizing it.
5. Executive Functions
Executive functions are a set of skills we use to organize our thinking, plan and carry out actions, and figure out how to solve problems. Most kids with NLD have weaknesses in these organizing and planning functions. For instance they struggle with breaking down a project into smaller pieces, or conceiving steps that need to be taken to get something done.

"These kids have trouble figuring things out-in fact they don't really know what figuring something out means," Bezsylko says. "We have to help them learn to do that-the step-by-step process you go through."

How do these deficits manifest in kids with NLD?

In addition to the different combinations of symptoms, kids with NLD also vary along a spectrum of severity.

One the one hand there are kids who are extremely high-functioning but socially awkward, a little clumsy, disorganized-what Bezsylko calls "the absentminded professor type." Other kids are more pervasively affected, and they function with more difficulty in many areas. "These kids often struggle to learn everything that isn't rote or literal."

At Winston Prep, a study of more than 100 students with NLD showed that there were 6 combinations of the 5 deficits. The largest group had all five of the deficits, but the second largest group had just two: social communication and executive functions.

When do these deficits become noticeable?

Many kids with NLD symptoms can do well enough in elementary school because they are very good at memorization and rote learning. It's common for them to run into trouble around middle school, when their difficulty with the higher order reasoning-figuring out the main idea, the details, and the relationships-causes them to fall behind. "There's a saying that in fifth grade you stop learning to read, and now you read to learn," notes Bezsylko, "and that's when these kids fall apart." Historically, Winston Prep took kids in sixth through tenth grade; they've started to take some kids as young as fourth grade.

"Almost all of these kids look inattentive and disorganized," Bezsylko adds, "especially as they get older. The more that schoolwork, math concepts, and socialization become complex rather than rote, the more those difficulties start to show up."

A more comprehensive diagnosis

NLD is not one of the official diagnoses mental health professionals and schools use to categorize kids with psychiatric or learning problems. Kids who have it usually have other diagnoses-often autism or ADHD. But while those diagnoses list their symptoms or behaviors, they don't fully explain them, argues Bezsylko.

For instance, if a child is disorganized and inattentive, he is likely to be diagnosed with ADHD. But he may well be disorganized and inattentive because he doesn't understand what's being discussed, what he reads, or the problem he's been asked to solve. That's where NLD comes in. "You can't pay attention if you can't understand," notes Bezsylko.

Similarly, a child diagnosed with autism spectrum disorder will be described as having social and communication deficits. Those behaviors, too, can reflect NLD-not being able recognize patterns in facial expression, body language, and other forms of nonverbal communication can make kids unresponsive socially.

Take the kids in the Winston Prep study who had all five of the deficits. Most of them had a diagnosis of either ADHD or autism spectrum disorder. "But those diagnoses don't identify three important areas where they are struggling," notes Bezsylko: "higher-order comprehension, math concepts, and visual and spatial relations. Unless their NLD is recognized, they're not likely to get help that strengthens or compensates for weaknesses in those core areas."

Frequently Asked Questions

What is non-verbal learning disorder?

Is NLD on the autism spectrum?

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What Is Non-Verbal Learning Disorder? - Child Mind Institute

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What is non-verbal learning disorder? Child Mind Institute explains NLD symptoms, such as trouble understanding information, concepts, and ideas.

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Parents can be the biggest advocate for their children at home and in the community. Parents should collaborate with their child's teacher so they can be aware of what is going on in the classroom. If parents are aware of what upcoming topics children are learning in school they can help immerse them in the subject early to help prepare them. This can help parents avoid their child coming home frustrated or upset over school. Parents can get their child enrolled in support groups or social skills groups that can prepare them for social encounters in the community.

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Because NLD is a condition with clearly defined assets and deficits, successful interventions can be developed using a child's strengths to compensate for weaknesses. For example, students who struggle with organization, flexibility, mathematical reasoning, and social skills can be helped through using their remarkable rote memory, attention to detail, auditory retention, and innate sense of fairness and integrity.

The following guidelines are designed to assist parents, educators, and others responsible for creating optimal learning conditions for children with NLD.

1. Train faculty and staff
All those who come in contact with these kids must be able to recognize the academic and social behaviors related to NLD. These are kids who ask a lot of questions, have difficulty with transitions, get lost in the hallway, or fail to recognize the face of someone they see every day.

2. Monitor progress and problems
Share a teacher-parent journal that goes back and forth between school and home several times a week.

3. Keep a set of schoolbooks at home
Assuming that your child with NLD has the executive function skills necessary to gather everything he'll need at the end of the day adds stress to the transition from school to home.

4. Shorten homework assignments
For every 10 pages of homework normally assigned, a child with NLD might only be able to get through one or two, as the time and effort expended will be the same. While this suggestion should be adapted specifically to each child's abilities, the point is to have the child do enough homework to reinforce learning without becoming overloaded.

5. Prepare and preview
Work with the classroom teacher to find an effective system to have new material given to your child at least one week in advance. Children with NLD often do best when allowed to gradually immerse themselves in new material until they feel comfortable.

6. Pair your child with a classroom buddy
The buddy can fill in missing class notes and explain the pacing of long-term projects. Since this might be the beginning of a friendship, give careful consideration to choosing the partner.

7. Maintain ongoing social skills training
People with NLD have difficulty understanding cause-and effect relationships and cannot anticipate the consequences of their actions. This can create problems when these children are forced to adjust to rapidly changing social demands. If the school can't offer a trained professional, insist that they provide one from outside the system.

8. Ensure lunch and recess supervision to prevent bullying, taunting or exclusion
Some children benefit from lunch buddy systems where they eat daily with a carefully chosen group.

9. Respect children when they say, "I can't"
They rarely lie. If they tell an adult (especially a teacher or someone other than a parent) they cannot do something, they are usually not being oppositional.

10. Request that all tests be taken untimed
Tests should also be taken in an area free of distractions. In general, classroom seating should take sensory needs into consideration. (See also IEP Planning: Examples of Accommodations & Modifications.)

11. Block out long-term projects
Insist that they're clearly explained in one-on-one meetings. When an assignment is given, the teacher should make sure that the student sees the whole concept and not just the individual parts.

12. Have a full technology evaluation
These students often have strong writing abilities, which should be supported with appropriate assistive technology.

13. Praise often and never discipline in public or punitively
Make sure your child understands why an action is inappropriate, and why the penalty is a logical consequence of that action.

14. Consider therapy
Although children with NLD are affected differently, many benefit from one or more forms of therapy, including occupational, physical, family and individual. It's also important that family members, faculty, and school staff be aware of mood changes or atypical behaviors in the child with NLD.

Marcia Rubinstien is an educational consultant and the author of Raising NLD Superstars.

Related Smart Kids Topics

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14 Ways to Help a Child with NLD Succeed

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Because NLD is a condition with clearly defined assets and deficits, successful interventions can be developed using a child's strengths to compensate for weaknesses.

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Individuals who are struggling with NVL may get upset easily over social interactions/situations. Cognitive therapy may be a beneficial way to help students deal with anxiety or mental health issues that may arise due to these challenges.

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At a glance

Trouble with social skills is a key challenge of NVLD.

NVLD isn't a learning disability, but the difficulties can impact learning.

There are ways to help people improve skills and manage the challenges.

Nonverbal learning disabilities (NVLD) is a term that refers to challenges with a specific group of skills. These skills aren't language-based like reading and writing are. They're nonverbal skills, and they include motor, visual-spatial, and social skills.

NVLD isn't an official diagnosis. But the challenges are real and can have an impact on learning and on working. They also make social interaction very hard.

People with these difficulties often have strong verbal skills. But they may not know when someone's being sarcastic. They may talk a lot, but not share in a socially appropriate way. There's also a physical aspect. People with NVLD often have problems with coordination.

These are lifelong struggles, but they aren't related to intelligence. With support, people may improve these skills and learn social strategies that can help. Still, they're often misunderstood and judged, and they may have a hard time fitting in.

About the author

About the author

Gail Belsky is executive editor at Understood. She has written and edited for major media outlets, specializing in parenting, health, and career content.

Reviewed by

Reviewed by

Bob Cunningham, EdM has been part of Understood since its founding. He's also been the chief administrator for several independent schools and a school leader in general and special education.

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What Are Nonverbal Learning Disabilities?

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Nonverbal learning disabilities refers to challenges with motor, visual-spatial, and social skills. NVLD isn't a learning disability, but it can impact learning.

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Some individuals with NVL may struggle with understanding social cues. They can struggle to understand sarcasm, and not share information in a socially acceptable way. Social skills groups can be beneficial in teaching children how to handle social interactions.

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At a glance

Trouble with social skills is a key challenge of NVLD.

NVLD isn't a learning disability, but the difficulties can impact learning.

There are ways to help people improve skills and manage the challenges.

Nonverbal learning disabilities (NVLD) is a term that refers to challenges with a specific group of skills. These skills aren't language-based like reading and writing are. They're nonverbal skills, and they include motor, visual-spatial, and social skills.

NVLD isn't an official diagnosis. But the challenges are real and can have an impact on learning and on working. They also make social interaction very hard.

People with these difficulties often have strong verbal skills. But they may not know when someone's being sarcastic. They may talk a lot, but not share in a socially appropriate way. There's also a physical aspect. People with NVLD often have problems with coordination.

These are lifelong struggles, but they aren't related to intelligence. With support, people may improve these skills and learn social strategies that can help. Still, they're often misunderstood and judged, and they may have a hard time fitting in.

About the author

About the author

Gail Belsky is executive editor at Understood. She has written and edited for major media outlets, specializing in parenting, health, and career content.

Reviewed by

Reviewed by

Bob Cunningham, EdM has been part of Understood since its founding. He's also been the chief administrator for several independent schools and a school leader in general and special education.

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What Are Nonverbal Learning Disabilities?

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Nonverbal learning disabilities refers to challenges with motor, visual-spatial, and social skills. NVLD isn't a learning disability, but it can impact learning.

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You can tell the family to have a picture schedule of the their routine on the weekend and also when they get home from school on the weekdays.
Another way is to speak slowly and give them activities to do that might better their social skills and abstract thinking.
Letting them take breaks whenever they need. Like a brain break have them decide what they want to also build their independence up.

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Some strategies for parents for their child with a nonverbal disability are:
Anticipate- know the challenges your child is having
Understand: think about your child behavior
Plan: Develop strategies in and outside of your home
Be consistent: in your responses and support.

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Nonverbal Learning Disabilities (NLD) are not just learning disabilities; the motor, sensory, and social issues associated with NLD affect life on every level.

Children with NLD have difficulty combining information coming at them from different channels-visual, auditory, sensory-into a "big picture" that they can understand and use. For them, life is an endless series of curve balls-and for their parents that means a unique set of child-rearing challenges.

Dealing with Inflexibility

The most frequent issues parents face from children with NLD are inflexibility and poor adaptability, both of which result from processing limitations. These children can be stubborn, disobedient, and argumentative. Confronting these behaviors head-on can make a situation worse: modeling inflexibility is not the best way to teach children to be flexible.

Children with NLD like structure and often have trouble transitioning. In addition, they can seem selfish, insisting on what they expect. For example, Adam complained when he couldn't go for ice cream as planned; his sister needed to go to the doctor. His reaction didn't indicate a lack of caring; it was his way of coping with another curve ball (change in plans).
Parenting Strategies:

Communicating understanding is critical. Approach inflexibility with empathy ("I know you want X"), while also clarifying what is necessary ("We also need to do Y").

Preview transitions.

Agree upon rules for repeated problem situations.

Reinforce success.

Preventing Meltdowns

Children with NLD can be easily overwhelmed when routines vary, even in positive situations such as birthday parties or vacations. Knowing your child's limits from past experience, being aware of extenuating factors (exhaustion, hunger), and recognizing the early signs of frustration are important. These techniques are aimed at preventing a blowup; once it's happened, it's too late.
Parenting Strategies:

Preview the situation

Intervene with redirection or a break for self-calming at the first sign of frustration.

Plan a quick way out if it escalates.

Coping with Social Challenges

Children with NLD miss nonverbal signals that make up 70-90% of emotional communication. They don't realize when their behavior is annoying, are not clear on what others intend, and lack "big picture thinking" to understand social situations. They can misinterpret the behavior of others, be unaware of the impact of their own behavior, be inappropriate, or overreact.

As a result of social misunderstandings, children with NLD are particularly vulnerable to bullying and having their actions misunderstood. Even family members can be offended by such behavior.
Parenting Strategies:

If bullying is taking place, take action to stop it.

Parents must be vigilant about pursuing their child's rights and explaining NLD processing to those who interact with their child regularly.

Help family members understand the situation-and if they won't, realize that their advice is going to be off base.

Blaming or punishing a child for what he doesn't understand is not helpful. Better to preview situations, talk through strategies, and help process what happened.

Other Challenges

Children with NLD can be surprisingly concrete in their thinking-missing jokes, inferences, figures of speech, and subtleties such as tone of voice and exaggeration. Because these children are so verbal, their misunderstanding may come across as "attitude." It's not; they don't "get" what they have missed.
Parenting Strategy:

Be direct, and understand the frustration when they misunderstand or are misunderstood.

Children with NLD tend to have poor spatial awareness, making it hard to gauge where other people are and "personal space." They can be in your face or intrusive. The lack of spatial awareness also makes it difficult to play sports where getting to the ball and doing something with it are key (soccer, football, tennis, etc.).
Parenting Strategies:

Use a hula hoop or the idea of a circle to explain how people respond when someone's too close.

Encourage activities such as swimming or martial arts where visualizing space isn't an issue.

Most children with NLD are lovely, sweet kids. Their challenges get in their way, making life hard for their parents. But it's even harder for the children themselves. They want nothing more than to feel accepted and to please, and instead they are often misunderstood and criticized.
The author is an evaluator, consultant, and therapist who specializes in working with children with NLD and autism-spectrum disorders.
Related Smart Kids Topics

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Strategies for Parenting a Child with NLD

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Nonverbal Learning Disabilities (NLD) are not just learning disabilities; the motor, sensory, and social issues associated with NLD affect life on every level. Children with NLD have difficulty combining information coming at them from different channels-visual, auditory, sensory-into a "big picture" that they can understand and use.

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Challenges an individual with a nonverbal disabilities in school are having trouble with social skills, and abstract thinking. They need help picking up on social cues, and they struggle when there are changes to their schedule they have. Here are ways teachers, aids, etc.:
- make a visual of emotions
-talk very slowly so they understand
-see what their needs are and how you can help. Also building a relationship with that individual.
- keeping a schedule, giving specific details , verbal explanations, and many examples.
- having brain breaks, a spot in the classroom for individuals to go to calm down.
-start slow with making life decisions, encourage interactions with others, allow choices with friends and life.

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Clocks also help students understand when a transition is coming and to learn patterns and prepare for when exactly things change

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Timers help students with NLD understand exactly how much time is left in a specific activity or assessment, helping them plan ahead for transitions

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Using preferential seating can be helpful for students with NVL who are struggling with visual-spatial skills. Seating students in an area that helps them avoid or reduce visual distractions will benefit them in the classroom.

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ETAP 623 Fall 2019 (Zhang) | Amber Ho | Supporting Visual-Spatial Processing Needs in a Mathematics Classroom

The participant will identify strategies used to support visual-spatial cognitive needs

The participant will compare and contrast examples of strategies for certain activities in a mathematics classroom

The participant will reflect on strategies they are interested in using in their own lessons and classroom

How to Support Visual-Spatial Processing Needs

Below are a variety of ways to support visual-spatial processing needs in a mathematics classroom. These supports can be adjusted to meet the needs and criteria of a variety of classroom levels.

Instructional

Provide clear and concise verbal instructions for tasks, assignments, or activities

Write directions in a different color from the rest of the assignment (color code tasks in general)

Utilize visual/concrete manipulatives during oral explanations

Consistently check in with students about their current level of understanding and academic confidence

Encourage students to ask questions when they are confused or feel lost in the content

Use speech-to-text assistance technology (if applicable and available)

Teach students to self-talk as a method of problem-solving

Provide copies of notes during or prior to class (potentially preview content before whole class instruction)

Use graph paper to line up math questions and solving processes

Build in time to summarize the important information from each lesson

Provide uncluttered handouts with few to no unessential images

Provide a slant board (or three-ring binder) in order for students to bring work closer to their visual field

Use highlighting or sticky-note flags to draw student attention to important information on worksheets

Copy math problems with a colored marker but have students complete work in pencil to differentiate their work from the problem

When using visual demonstrations or models, be prepared to move slowly and repeat demonstrations as needed

Break spatial tasks into component parts and provide a verbal set of directions to match each part

Provide a model to which the student can refer to when completing tasks

Explicitly write out steps to complete general tasks

Environmental

Use preferential seating to reduce visual distractions

Post visual schedules, but also read them aloud

Minimize florescent lighting to decrease light sensitivity

Colored glasses to reduce intensity of florescent lights

Quiet work time to allow for focused processing (headphones may be used to support this)

Allow short breaks during moments of frustration

Assessment

Use assistive technology

Provide extra time to complete tasks, assignments, or any other forms of evaluation

Provide the option of oral examination rather than written

Provide a lot of space to write answers or show reasoning

Allow students extra paper to write or show answers

Reduce visual distractions by folding a test or using blank pieces of paper to cover parts of the page

For more information, visit the following sites:

Read through each example below and watch each video that is paired with each example. As you browse through each example, think about the following questions:

1. How would you describe the strategy being used/discussed in your own words?

2. How is this strategy beneficial to student learning?

This video demonstrates an example of an elementary student describing the steps to completing 16 ÷ 5. The student talks, and literally walks, himself through the problem. This strategy allows students to develop an "inner voice" in connecting visual math symbols to what they represent. Encouraging individuals to talk through or mouth out words while reading is a helpful life-long skill for those who lack visual-spatial processing skills.

https://www.youtube.com/watch?time_continue=58&v=lngCPt0Xk84&feature=emb_logo

Though this is not a specific example of a teacher implementing one or more of the strategies listed above in a mathematics classroom, the presenter discusses an important aspect of teaching that should be considered when working with students with processing deficits. Although the focus of her presentation is on reading and spelling, the instructional strategy she is discussing can be used in the same sense for a mathematics classroom, specifically encouraging students to use mathematical language in their verbal discussions and writing.

The following video below shows one strategy to teach fractions to elementary students using LEGOs. Watch the video below and consider the provided questions:

1. How are the LEGOs beneficial to students with visual-spatial processing deficits?

2. How could only using LEGOs as a teaching tool be challenging for a student with visual-spatial processing needs?

3. If using this strategy, what other tools or instructional techniques would you incorporate to better support students with visual-spatial processing deficits?

https://www.youtube.com/watch?v=ILUJdSsT32c

After reading through the list of potential strategies and supports a teacher can use to meet the needs of students with visual-spatial processing deficits, as well as browsing through the provided specific examples, reflect on the following questions in the Discussion:

1. What strategies have you tried using in your own classroom? How would you evaluate their effectiveness?

2. How did the specific examples provided relate to the list of possible strategies and accommodations?

3. What are some strategies or accommodations you would like to potentially incorporate into your classroom in the future?

4. What are some remaining questions you may have about strategies and accommodations for students with visual-spatial processing deficits?

In the next and final unit of this mini-course you will have the opportunity to develop your own strategy or accommodation for a particular lesson or topic you plan on teaching in your own classroom.

Back to Main Page: Supporting Visual-Spatial Processing Needs in a Mathematics Classroom

Previous Unit: Unit 2: Visual-Spatial Cognitive Needs

Next Unit: Unit 4: Implementing Strategies to Support All Students

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Unit 3: Strategies to Support Visual-Spatial Processing Needs

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ETAP 623 Fall 2019 (Zhang) | Amber Ho | Supporting Visual-Spatial Processing Needs in a Mathematics Classroom The participant will identify strategies used to support visual-spatial cognitive needs The participant will compare and contrast examples of strategies for certain activities in a mathematics classroom The participant will reflect on strategies they are interested in using in their own lessons and classroom Below are a variety of ways to support visual-spatial processing needs in a mathematics classroom.

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High tech AT: this device is a tablet that has words but also provides pictures that act out that one word. So, when children are communicating they can put together what they want to say and the device will speak it out for them.

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It is also important to have nonverbal signs or signals for the child and teacher so the child has an ability to signal when a brain break is needed without being a distraction to the rest of the class and to use “respectful redirection” to assist the child in understanding when they do something socially unacceptable without realizing

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Classroom accommodations for nonverbal learning disabilities

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What accommodations can help kids with nonverbal learning disabilities? Here are some strategies to try in the classroom.

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Children with nonverbal disabilities the way teachers can help those students are by talking slowly, provide a written copy of what needs to be done so they can keep referring to it, and provide guided notes so they can look for the key concepts on what is being taught.

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Students with NVL often struggle with changes in routine. A teacher who has a student diagnosed with NVL can provide a daily schedule to map out any changes in routine the child should be aware of. Visual/picture schedules are beneficial for students struggling with NVL because it uses pictures or photographs that replace words.

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Students with NLD may have trouble on tests and would need special accommodations in order to be tested effectively . Many accommodations could include providing clear and understandable rubrics for testing, more time to take assessments, and an area where it is quiet with no distractions.

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Classroom accommodations for nonverbal learning disabilities

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What accommodations can help kids with nonverbal learning disabilities? Here are some strategies to try in the classroom.

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the assessments that can be used to test for nonverbal disabilities are:
-WNV scale of ability assesses multiple ability levels.
- NNAT measures an individuals general reasoning and problem solving.
- Beta-4 assessing cognitive abilities in adults.

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We provide a variety of non-verbal assessments in education settings, at home or in the community. These assessments are suitable for children and young people who are both verbal and non-verbal. The non-verbal assessments provide information about an individual's strengths and difficulties with the factor of language being removed.

Who is suitable for a non-verbal assessment?

A non-verbal assessment is suitable for children and young people who have:

Not developed speech yet

English as an additional language (EAL)

Delayed speech

Difficulty understanding speech

Difficulty communicating

Difficulty following instructions

A non-verbal assessment can be used for a broad range of reasons, and is suitable for many children and young people.

Social communication difficulties / autistic spectrum condition services

We help children and young people with social communication difficulties and autistic spectrum conditions (ASC)

What are the benefits of a non-verbal assessment?

Non-verbal assessments provide information about underlying processes, which provides a broad range of benefits as they can be used:

To provide a profile of strengths

Accurately with individuals who have EAL

With non-verbal individuals

To increase an understanding of needs

To guide targeted interventions

For gifted and talented screening

We work closely with children, young people, education staff, and families to maximise potential and wellbeing.

What happens prior to a non-verbal assessment?

A non-verbal assessment can be carried out following an initial discussion, please see our process below.

Our process

At HSR Psychology we ensure that we meet the needs of children and young people. To achieve this we ensure that any specific assessments, intervention, or direct work, is only carried out following an initial discussion.

An initial discussion allows us to understand the background and your expectations of our involvement. Having an initial discussion ensures any services we provide appropriately identify or address needs.

Our process for any specific assessments, intervention, or direct work is as follows:

What happens during a non-verbal assessment?

Non-verbal assessments vary and can include puzzles such as jigsaws, reconstruction tasks, drawing skills and object association tasks. During the initial discussion we will be able to discuss the tasks which are more likely to be carried out during the assessment. To arrange an initial discussion please contact us.

Which non-verbal assessments do we use?

The specific assessments used will be chosen based on the individual's needs. The main non-verbal assessments we use are:

Bayley - Bayley scales of infant and toddler development can be used from 4 months old and can measure; cognitive, motor and language abilities, social-emotional and adaptive behaviour

WNV - Wechsler non-verbal scale of ability assesses multiple ability levels through non-verbal methods

NNAT - Naglieri non-verbal ability test measures an individual's general reasoning and problem-solving ability

Beta-4 - The Beta-4 is useful for assessing cognitive abilities in adults through non-verbal methods

BAS3 - British ability scales can measure; non-verbal reasoning and includes a special non-verbal composite score

There are many non-verbal assessments and ways to assess non-verbal abilities and these will be discussed before the assessment takes place if appropriate.

What happens after a non-verbal assessment?

After a non-verbal assessment we would be able to provide a clearer understanding of an individual's strengths and weaknesses, regardless of their communication abilities. We would be able to make recommendations in relation to next steps. We keep the child or young person's needs at the centre of decisions made.

Does a non-verbal assessment come with a report?

We provide bespoke solutions to suit all budgets and requirements, including reports. A non-verbal assessment can come with a report, and the length and use of the report is decided by you. We offer summary, recommendation and comprehensive reports. Read more about our reports.

Non-verbal assessments allow us to assess an individual's underlying processes, strengths and needs without relying on language skills. non-verbal assessments are very useful for children and young people who have speech, language and communication difficulties, or have EAL. To arrange an initial discussion please contact us and talk to a member of our team.

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Non-verbal assessments provide information about an individual's strengths and difficulties with the factor of language being removed. Based in Manchester.

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ADHD and NVLD have vary similar symptoms so people can think the student might just have ADHD but they could really have NVLD.

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The following question was received during the LD@school webinar, Understanding Non-Verbal Learning Disabilities: From Diagnosis to Intervention; click here to view the webinar recording.

Answered by Dr. Allyson Harrison, Associate Professor of Psychology and Clinical Director of the Regional Assessment & Resource Centre, Queen's University
I know that you said many of the signs of NVLD are the same as ADHD, but can a child have both? Is there a correlation between NVLD and ADHD?
Great question. When I first started researching children with non-verbal learning disabilities (NVLD) and was trying to recruit students for my studies, teachers (and parents) often nominated students in their classes who were struggling with math. What I quickly began to realize was that, while many of these nominated children did indeed struggle with math, for almost all of them it was due to attention deficit hyperactivity disorder (ADHD) rather than NVLD. While the visible problem (struggling with math, getting poor grades in math) may look the same, the cause of their problems was very different.

To learn more about the characteristics of NVLD and how it is diagnosed, click here to view the LD@school webinar, Understanding Non-Verbal Learning Disabilities: From Diagnosis to Intervention. To read the definitions of NVLD and ADHD, click here to access LD@schools Glossary of Terms.

While it is theoretically possible to have someone who has both NVLD and ADHD, these two conditions often get confused because some of the symptoms associated with them overlap. This does not mean that the two conditions are co-morbid (that is, it is not the case that they frequently occur together), but rather that some of the symptoms of both conditions look the same. It is sort of like saying that just because two people have a high fever does not mean they have the same diagnosis.

What I often tell parents and teachers is that students with a learning disability (LD), including NVLD, struggle to learn certain types of information, and will consistently find certain types of learning difficult. As such, someone with NVLD will struggle in math every day, in every class, with every teacher. By contrast, individuals with ADHD are often "unavailable" for learning. What you typically see in the academic histories of these students is that in one year they do all right in their schoolwork, and yet in the next year they struggle. One teacher has positive things to say, while the other criticizes their learning behaviours and academic performance. Typically, students with ADHD will say that they did better in one course than the other because they liked the teacher better or that the teacher was more engaging. While students with NVLD may like one teacher better than another, this does not typically change how they perform in their area of academic weakness.

In math, one has to be careful to correctly read symbols, as they can look similar. Typically, students with ADHD have difficulty in math because of what are often called "careless" errors. They misread + for x, or a division sign as a minus. They rush and forget to insert a period or a zero in an answer; they invert number order, reading 23 instead of 32. If you probe afterwards, you usually find that they knew the answer but made a mistake. These students usually understand general mathematical principles, they just don't always remember when and how to apply them.

By contrast, those with NVLD struggle to learn not only basic math but applied mathematical principles such as bigger than/less than, half/quarter/double, estimating size/distance, etc.

The other thing to remember is that those with NVLD are great at rote memorization. Hence, if you teach them their times tables they will remember them and be able to recite them easily (but may not always know when to apply them out of context). By contrast, students with ADHD often struggle with working memory tasks, and so find mental arithmetic problem solving difficult. I find that these students often struggle to learn their times tables, and benefit from learning tricks to remember them, such as the finger counting method for the 9 times table ( click here to see a video explaining this method). However, once they can see the problem written down, and can offload the working memory demands onto paper, they perform much better in math.

If your students have trouble retaining math facts and keeping procedures in the proper order, click here to access the LD@School article, Math Heuristics.

It is also true that both students with NVLD and many students with ADHD struggle with fine motor skills such as handwriting. As such, at least in childhood, individuals with both conditions can indeed look similar. The difference is that often those with ADHD are good at more gross-motor activities and sports, whereas those with NVLD struggle initially with most motor activities, including sports.
Click here to access the LD@schol article, Strategies to Develop Handwriting and Improve Literacy Skills.
Finally, individuals with both disorders can struggle with attention and organization. Those with NVLD struggle in situations where they have to integrate and understand complex information, and have trouble knowing where or how to start novel or complex tasks. Those with ADHD have similar difficulties, but can focus on tasks that are exciting (even if complex), and can organize if they are motivated and interested. For those with NVLD, level of interest and/or motivation does not change their ability to focus or organize.

Remember, NVLD is actually very rare, rarer than ADHD. So, to have someone with both NVLD and ADHD is extremely rare. To meet the diagnostic criteria for NVLD, an individual has to have not only a math disability (problem not just with math calculation but with understanding of math concepts), but must also show a number of neurological deficits that include fine motor impairment, difficulty recognizing shapes based on how they feel or their physical properties, and find it consistently difficult to read body language or non-verbal cues. Visual memory skills are always weak, whereas they tend to have good verbal memory. They must consistently struggle with math, not just sometimes or with some types of math. Finally, while they tend to have a huge vocabulary, they struggle with reading comprehension, especially when they have to read between the lines and infer from the text. Click here to access teaching strategies for inferential comprehension, created by the government of New South Wales, Australia. This "whole package of deficits" is not what you find in students with ADHD.
About the Author:
Dr. Allyson Harrison received her Ph.D. in psychology from Queens University, Kingston, in 1992. She is currently the Clinical Director of the Regional Assessment & Resource Centre at Queen's University, a government funded program that provides Psychological assessments to postsecondary students Province-wide. In addition, she holds an appointment as an Associate professor in the department of Clinical Psychology at Queen's. Over and above her clinical practice, she has been active both nationally and internationally, providing continuing education on issues related to LDs and ADHD. Her areas of research interest are in assessment and differential diagnosis of LD and ADHD, and she has published over a dozen articles in peer-reviewed journals. She is also a member of the editorial board of the Canadian Journal of School Psychology, Journal of Psychoeducational Assessment, and The Clinical Neuropsychologist.

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What are the differences and similarities between Non-Verbal Learning Disabilities (NVLD) and ADHD?

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The following question was received during the LD@school webinar, Understanding Non-Verbal Learning Disabilities: From Diagnosis to Intervention; click here to view the webinar recording.

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Things that have to do with organization or understanding work nonverbally can be extremely difficult for people with NLD. Often times these individuals have difficulty reading, writing, and schedule changes and need extra help and accommodations to make these tasks easier. They may also have problems understanding social cues, making working with other individuals extremely difficult, so teaching acceptance is important

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Classroom accommodations for nonverbal learning disabilities

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What accommodations can help kids with nonverbal learning disabilities? Here are some strategies to try in the classroom.

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https://www.understood.org/en/articles/6-surprising-ways-nonverbal-learning-disability-affects-me-as-a-young-adult

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I've been asked this question in several different settings throughout the years. Whether it's a conference with a teacher, a job interview or just a casual conversation, I immediately enter self-reflection mode. Sometimes, the answers come to me right away. Other times, I have to think more deeply.

Everyone's experience with NVLD is different. But here are some surprising ways that NVLD affects me as a young adult.

1. I can't fully plan things in my head.

But because of NVLD, I often have trouble planning out events, gatherings, or appointments in my head. That includes planning how to get to unfamiliar places. I tend to get lost frequently, even when I'm using my smartphone to guide me.

I've realized I can organize and execute a plan if I write things down, whether it's on my digital or paper calendar. Writing things down helps me see what I need to do spelled out in words, which is one of my strengths. And it's part of why I always manage to get where I'm going, and remember meetings and appointments.

Now that I'm older, I know the standards for cleanliness are much higher. So I've learned ways to be neater and cleaner. The best strategy for my NVLD: Everything has its proper place. After I use something, I promptly put it back where it belongs.

3. Driving is tricky and I still get nervous.

I know, though, that the more you practice something, the more confident and skilled you become. I have a driver's license and can drive, and one of my goals is to practice more, so I can feel less nervous about it.

4. Without active reading, I can't process information.

When reading, I struggle to process information. That's a big issue now that I'm in graduate school, because I'm always reading scholarly articles and taking exams.

5. Writing is hard even though I like words.

6. I love people, but I worry I'll say the wrong thing.

I call myself an extrovert by nature and an "empath" at heart. I have a ton of friends. I love people, and people like to be around me!

However, I do have social anxiety, which is tied into my NVLD diagnosis. At times, I worry that I might say the wrong thing. I also worry that I'll miss something important in the conversation. Thankfully, I've surrounded myself with a wonderful circle of people, like family and friends, who help build me up. There's no way I could do this alone.

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6 Ways Nonverbal Learning Disability Affects Me as an Adult

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Nonverbal learning disability (NVLD) is one of most misunderstood learning issues. Hear from a young adult on surprising ways NVLD affects her.

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A NVLD is a learning disorder that affects about 1 in every 100 children in the US. It can cause issues with skills and tasks that other children do not have, such as certain motor skills for example.

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Nonverbal learning disorder (NVLD) is a learning disability that causes difficulty with motor, visual-spatial, and social skills. Children with NVLD are often well-spoken and can write well, but struggle with subtle social cues and comprehension of abstract concepts. ¹

Early Signs of nonverbal learning disorder

Often misses social cues such as facial expression or tone of voice, making it hard to make and keep friends¹

Needs to verbalize things to understand them¹

Struggles with reading comprehension or mathematical problem solving¹

Physically clumsy, often bumps into objects or people¹

Thinks of things in literal terms and struggles with metaphors or abstract concepts²

What to Do if You Notice Signs of Nonverbal Learning Disorder

Take Notes

If you see a combination of the NVLD symptoms listed above, make note of when and where you see these behaviors. These observations are important to have when speaking with a pediatrician or specialist.

Talk with Your Child's Teacher

Bring your list of concerns to your child's teacher and ask whether these behaviors are affecting your child's performance in the classroom. Also ask whether he or she has noticed any other learning issues in your child.

Request an Evaluation

While your pediatrician may not specialize in learning disabilities, he or she can rule out any medical issues related to the symptoms and refer your child to the right specialist. Once you have been referred to a mental health professional, he or she can test your child's speech and language, visual-spatial organization, and motor skills. ²

Be Proactive and Trust Your Gut

Since children with NVLD are often articulate and well-spoken, some educators may consider NVLD interventions unnecessary. However, the symptoms of NVLD will become more apparent with age - so the earlier the intervention, the better. Stand up for your child to ensure that he or she gets the right accommodations. ³

What to Do if Your Child is Diagnosed with Nonverbal Learning Disorder

Find a Specialist

A certified NVLD expert can work directly with your child on effective remedial methods including planning, studying, written expression, social cognition, and interpersonal communication. Look for a specialist who has full certification and continuing professional development in the area of nonverbal learning disorder. ³

Request Classroom Accommodations

Talk with your child's teacher about making special accommodations for your child, for example:

For memorization activities, substitute copying text with active verbalization³

Simplify the layout of test answer sheets and make graph paper available for math assignments³

Provide one-on-one assistance for fine motor tasks such as folding or cutting with scissors³

Create an Individualized Education Plan

A formal, detailed Individualized Education Plan (IEP) establishes goals and accommodations for your child within the classroom. Work with your child's teachers and administrators to document the resources and evaluations your child needs to stay on track. Always request a copy of your child's IEP.

Common Nonverbal Learning Disorder Myths

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What is Nonverbal Learning Disorder? | NVLD Symptoms & Strategies

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Nonverbal learning disorder causes difficulty with motor, visual-spatial, and social skills. Use this guide to learn about signs and interventions for NVLD.

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People with NLD will often struggle with reading comprehension, writing, and spatial activities such as driving or sports. They also struggle with understanding metaphors and non literal statements, making understanding vague social cues hard

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Maternal drinking or smoking, illness during pregnancy, cord coil, premature birth, serious illness, prolonged labor

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Nonverbal learning disorder affects a person's understanding of nonverbal information, such as concepts and patterns. It can result in academic, social, and spatial challenges.

Intelligence is both verbal and nonverbal. However, many miss out on nonverbal aspects that limit a child's ability to learn, understand, and communicate because they are not as obvious.

In contrast with rote learning or memorization through repetition, nonverbal learning is the ability to process and understand information other than verbal and written forms.

Nonverbal learning involves understanding ideas, patterns, concepts, and relationships and applying them to new situations.

Doctors often do not spot nonverbal learning disorder (NVLD) as children with NVLD have strong vocabularies, reading, and rote language skills.

This article discusses nonverbal learning disorders, their signs, possible causes, diagnosis, and treatment.

NVLD is a neurodevelopmental disorder that impacts a person's ability to learn from nonverbal information.

Children with the condition often have advanced verbal skills, reading recognition, and rote language abilities but have impaired spatial reasoning, motor skills, and social skills. They also have with executive functions and math calculations.

They retain linear, detail-oriented, automatic processing but have difficulties understanding themes and the "big picture."

NVLD is relatively rare, comprising 1.7% of all learning disabilities. It is easy to miss, and 85% of those with the condition get diagnosed in secondary school when academic learning becomes more complex.

NVLD varies from person to person, and one can present with a combination of symptoms.

They may present with particular strengths that might mask underlying problems:

excellent memory for the things they hear

good reading skills

excellent verbal reasoning and expression

strong vocabulary

They commonly report problems with:

spatial awareness, like bumping into objects

motor skills and coordination, like throwing a ball and running

fine motor skills, including handwriting

executive function, including:

planning

organization

problem-solving

multitasking

attention and focus

recalling visual information

picking up social cues

interpreting social patterns and performing appropriate behaviors during social interactions

understanding and adapting to new and novel situations

understanding humor, sarcasm, and idioms

advanced math skills like fractions and word problems

understanding visual concepts like:

essay writing

NVLD is not an official diagnosis. It is not part of the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM V-TR), the manual mental health professionals use to diagnose conditions like learning disorders and ADHD.

Despite this, educational settings and neuropsychologists recognize an NVLD profile and are pushing for the inclusion of NVLD as a diagnosis in future DSMs.

An expert like a neuropsychologist can help identify NVLD by conducting a thorough medical and developmental history and assessing the child's skills.

They may also conduct academic and cognitive tests to help distinguish NVLD from other related disorders.

Currently, NVLD has no cure and does not have a standard treatment. There are no medical treatments for the condition. Attention deficit hyperactivity disorder (ADHD) medications tend to have little impact on NVLD.

However, therapies and other interventions tailored to the child's needs can help, including the following:

Physical activities

Individuals with NVLD often do not perform well in sports.

Anecdotal evidence suggests it is crucial to find physical activities to participate in for their health and well-being. These include:

Participating in these sports may also help improve their motor planning, strength, and coordination.

Teachers can also make accommodations or modifications for NVLD students to make physical education more enjoyable.

Therapy

Anecdotal evidence suggests possible therapies that may help symptoms, include:

physical therapy to address:

strength

gross motor skills

motor planning

balance

coordination

occupational therapy to improve fine motor skills and address sensory issues with sensory integration problems like sensory overload

social skills training to teach appropriate responses to social situations, like greeting someone and joining a conversation

executive function training to develop:

problem-solving

attention

organization

planning

other deficient skills

cognitive therapy to deal with anxiety, self-esteem, and self-confidence issues common with persons with NVLD

Accommodations

Below are some of the classroom accommodations that can help a child with NVLD cope:

give extra time when teaching a new concept

provide ample warning before transitioning to another activity

make situations more predictable

follow a predictable routine or post an outline of the day's schedule

provide clear, explicit verbal instructions

simplify visual materials

provide visual aids

place in a seat with fewer visual distractions

provide movement breaks

give explicit instructions or hand-over-hand assistance when teaching motor skills like handwriting

explore different ways to learn a new topic

read out math problems

type assignments or use a voice recognition tool to replace handwriting

provide simple graphic organizers like concept maps or outlines

use graph paper for math lessons

NVLD is an uncommon and often misdiagnosed type of learning disability. It affects a person's ability to understand nonverbal information, leading to poor social skills and spatial and motor problems.

NVLD has no cure, and there are no medical treatments for it. Therapies and accommodations can help with a person's learning disorder and help them overcome difficulties.

Parents who suspect their child has NVLD or think their child received a wrong diagnosis should talk with their pediatrician or set up an appointment with an expert, like a neuropsychologist, for an evaluation.

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Nonverbal learning disorder: Overview, signs, and causes

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Nonverbal learning disorder (NVLD) is a rare type of learning disability that impacts a person's ability to understand nonverbal information. We look at the signs, symptoms, and causes of NVLD, and more.

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early signs: misses social cues, needs to verbalize things to understand them, struggles with reading comprehension, struggles with metaphors, abstract concepts.

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Nonverbal learning disorder (NVLD) is a learning disability that causes difficulty with motor, visual-spatial, and social skills. Children with NVLD are often well-spoken and can write well, but struggle with subtle social cues and comprehension of abstract concepts. ¹

Early Signs of nonverbal learning disorder

Often misses social cues such as facial expression or tone of voice, making it hard to make and keep friends¹

Needs to verbalize things to understand them¹

Struggles with reading comprehension or mathematical problem solving¹

Physically clumsy, often bumps into objects or people¹

Thinks of things in literal terms and struggles with metaphors or abstract concepts²

What to Do if You Notice Signs of Nonverbal Learning Disorder

Take Notes

If you see a combination of the NVLD symptoms listed above, make note of when and where you see these behaviors. These observations are important to have when speaking with a pediatrician or specialist.

Talk with Your Child's Teacher

Bring your list of concerns to your child's teacher and ask whether these behaviors are affecting your child's performance in the classroom. Also ask whether he or she has noticed any other learning issues in your child.

Request an Evaluation

While your pediatrician may not specialize in learning disabilities, he or she can rule out any medical issues related to the symptoms and refer your child to the right specialist. Once you have been referred to a mental health professional, he or she can test your child's speech and language, visual-spatial organization, and motor skills. ²

Be Proactive and Trust Your Gut

Since children with NVLD are often articulate and well-spoken, some educators may consider NVLD interventions unnecessary. However, the symptoms of NVLD will become more apparent with age - so the earlier the intervention, the better. Stand up for your child to ensure that he or she gets the right accommodations. ³

What to Do if Your Child is Diagnosed with Nonverbal Learning Disorder

Find a Specialist

A certified NVLD expert can work directly with your child on effective remedial methods including planning, studying, written expression, social cognition, and interpersonal communication. Look for a specialist who has full certification and continuing professional development in the area of nonverbal learning disorder. ³

Request Classroom Accommodations

Talk with your child's teacher about making special accommodations for your child, for example:

For memorization activities, substitute copying text with active verbalization³

Simplify the layout of test answer sheets and make graph paper available for math assignments³

Provide one-on-one assistance for fine motor tasks such as folding or cutting with scissors³

Create an Individualized Education Plan

A formal, detailed Individualized Education Plan (IEP) establishes goals and accommodations for your child within the classroom. Work with your child's teachers and administrators to document the resources and evaluations your child needs to stay on track. Always request a copy of your child's IEP.

Common Nonverbal Learning Disorder Myths

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What is Nonverbal Learning Disorder? | NVLD Symptoms & Strategies

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Nonverbal learning disorder causes difficulty with motor, visual-spatial, and social skills. Use this guide to learn about signs and interventions for NVLD.

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1 in 100 children in the U.S may have NVLD

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Nonverbal learning disorder (NVLD) is a learning disability that causes difficulty with motor, visual-spatial, and social skills. Children with NVLD are often well-spoken and can write well, but struggle with subtle social cues and comprehension of abstract concepts. ¹

Early Signs of nonverbal learning disorder

Often misses social cues such as facial expression or tone of voice, making it hard to make and keep friends¹

Needs to verbalize things to understand them¹

Struggles with reading comprehension or mathematical problem solving¹

Physically clumsy, often bumps into objects or people¹

Thinks of things in literal terms and struggles with metaphors or abstract concepts²

What to Do if You Notice Signs of Nonverbal Learning Disorder

Take Notes

If you see a combination of the NVLD symptoms listed above, make note of when and where you see these behaviors. These observations are important to have when speaking with a pediatrician or specialist.

Talk with Your Child's Teacher

Bring your list of concerns to your child's teacher and ask whether these behaviors are affecting your child's performance in the classroom. Also ask whether he or she has noticed any other learning issues in your child.

Request an Evaluation

While your pediatrician may not specialize in learning disabilities, he or she can rule out any medical issues related to the symptoms and refer your child to the right specialist. Once you have been referred to a mental health professional, he or she can test your child's speech and language, visual-spatial organization, and motor skills. ²

Be Proactive and Trust Your Gut

Since children with NVLD are often articulate and well-spoken, some educators may consider NVLD interventions unnecessary. However, the symptoms of NVLD will become more apparent with age - so the earlier the intervention, the better. Stand up for your child to ensure that he or she gets the right accommodations. ³

What to Do if Your Child is Diagnosed with Nonverbal Learning Disorder

Find a Specialist

A certified NVLD expert can work directly with your child on effective remedial methods including planning, studying, written expression, social cognition, and interpersonal communication. Look for a specialist who has full certification and continuing professional development in the area of nonverbal learning disorder. ³

Request Classroom Accommodations

Talk with your child's teacher about making special accommodations for your child, for example:

For memorization activities, substitute copying text with active verbalization³

Simplify the layout of test answer sheets and make graph paper available for math assignments³

Provide one-on-one assistance for fine motor tasks such as folding or cutting with scissors³

Create an Individualized Education Plan

A formal, detailed Individualized Education Plan (IEP) establishes goals and accommodations for your child within the classroom. Work with your child's teachers and administrators to document the resources and evaluations your child needs to stay on track. Always request a copy of your child's IEP.

Common Nonverbal Learning Disorder Myths

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What is Nonverbal Learning Disorder? | NVLD Symptoms & Strategies

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Nonverbal learning disorder causes difficulty with motor, visual-spatial, and social skills. Use this guide to learn about signs and interventions for NVLD.

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A disability that causes difficulty with motor skills, social skills, abstract concepts, changes to the routine.

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Do/Can any other disabilities exist in addition to this primary diagnosis?

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What are the academic, behavioral, or functional areas of struggle based on this disability?

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Identify challenges in the following areas:
- School
- Home
- Community
- Employment (for adults)
- Relationships
- Social and Emotional

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This week, you will be working in groups based upon your chosen disability. During each class, you will be given a set of criterion to follow to construct your own research and find resources to create a disability padlet. On Friday of this week, you will be teaching another group about your disability using the padlet you have created, which will lead into our second edition of the Who Am I? Demystification poster regarding Specific Learning Disabilities.

Tasks: Conduct your own research (I have given you a head start with the resource hub) on each of the subtopics for each day. As always, based on course policy, do not copy and paste. Quote, summarize, and paraphrase. For each subtopic, you will also be required to find two resources (videos, links, websites, pdfs, etc.) to assist and teach others. Provide a brief description for each of your resources as well.

Subtopics: In each subtopic, you will need the following:
- Defining, summarizing, quoting, or paraphrasing to give an understanding of each one.
- Two resources + an explanation of each one.