| A learning disability is a problem that the brain has in | | | | the inability to write within a set space, such as a |
| processing certain kinds of information. This | | | | lined piece of paper. The Learning Disabilities |
| information may take the form of verbal, written, or | | | | Association of America (LDA) categorizes this |
| numerical cues. While these problems can't be cured, | | | | disorder as an output problem, caused by lack of |
| they can be effectively dealt with through various | | | | control of the small muscles that dictate fine motor |
| strategies. People with learning problems often go on | | | | skills. Possible symptoms of dysgraphia include: late |
| to live highly successful lives, but first they must | | | | development of fine motor skills, poor handling of |
| identify what type of disability they have and how to | | | | writing tools, and illegible handwriting. |
| work with it. The following is a listing of the most | | | | Auditory and Visual Perception Disabilities: People with |
| common learning disabilities and their symptoms. | | | | these kinds of learning problems are able to see and |
| Dyslexia: This is the most common and well-known | | | | hear without difficulty, but still find it trying to |
| learning disability in the United States. People with | | | | understand language. Thus, this is a problem with |
| dyslexia have problems reading and/or understanding | | | | how the brain interprets language cues. Those with |
| written language due to directional or sequencing | | | | auditory perception disabilities have a hard time telling |
| problems. Symptoms of dyslexia may include: late | | | | the difference between various sounds (or |
| talking, trouble learning the alphabet, poor spelling, and | | | | phonemes), especially when more than one sound |
| overreliance on memorization. | | | | occurs at a time. Those with visual processing |
| Dyscalculia: Those with dyscalculia find it hard to | | | | problems may encounter one or more of the |
| understand the basic principles and practices of | | | | following obstacles: transposing letters, not knowing |
| mathematics. Some indicators of dyscalculia include: | | | | which letter or symbol to focus on first, skipping |
| difficulty learning numbers, mixing up mathematical | | | | letters, sentences, or even paragraphs, rereading the |
| symbols, and having trouble with numerical order. | | | | same passage over and over again, and poor depth |
| Dysgraphia: This learning disability is characterized by | | | | perception. |