| The key to help learning disabled children cope with | | | | meaning of words affecting his or her ability to follow |
| the disability is for parents to understand the type of | | | | verbal instructions. An aphasic child may show signs |
| problem. Identifying the problem will provide the | | | | of helplessness in speaking or pronouncing words or |
| various supports that parents will need to handle the | | | | even repeating short phrases. To help an aphasic |
| difficulties of their child. | | | | child, it is important to talk using eye contact and |
| Furthermore, it is significant for parents to | | | | always use simple words and short instructions. |
| understand that learning disability is not a mental or | | | | Expressive Language Disability |
| emotional problem but rather, it affects the writing, | | | | A child with expressive language disability finds it |
| speaking, listening and analytical skills of a child. | | | | difficult to express his or her thoughts which result to |
| Moreover, the symptoms and effects of learning | | | | poor sentence construction. The child is also incapable |
| disability may be different from one child to another. | | | | of using the right word for what he or she is thinking. |
| Dyslexia is a reading disability wherein words and | | | | Parents are advised to have frequent conversations |
| letters are mixed up. | | | | with the child to encourage him or her to talk and |
| The tendency of a dyslexic, an individual who suffers | | | | express him or her self. Patience and use of positive |
| from dyslexia, is to reverse or invert letters in a | | | | words would help a child with expressive language |
| word or words in a sentence thus affecting the | | | | disability. |
| reading skills. A dyslexic child may read or write the | | | | Nonverbal learning disability cripples the child's motor |
| letter "d" as the letter "b" or may write the word | | | | and social skills. |
| "god" instead of "dog". Moreover, a child with dyslexia | | | | A nonverbal learning disabled child is characterized by |
| may have trouble in following road directions since he | | | | poor visualization skills. He or she learns faster |
| or she may have difficulty distinguishing left from | | | | through hearing than seeing. This disability is often |
| right. Experts advise that parents read patiently to a | | | | times not recognized as a learning disability because |
| child with dyslexia and explain that words are | | | | the child may show signs of average or above |
| supposed to be read from left to right. | | | | average academic skills. The early ability of a |
| Dyscalculia is a mathematical disability. | | | | nonverbal learning disabled child to read or speak is |
| Dyscalculia is a learning disability in which a child | | | | due to the strong hearing skill. However, as the child |
| experiences difficulty in analyzing numbers and | | | | grows up and becomes exposed to the environment, |
| mathematical symbols. A child may have problems in | | | | he or she is incapable of keeping up with the learning |
| counting numbers, inability to tell time or failure to tell | | | | abilities of children his or her age. The disability begins |
| what number comes before or after another number. | | | | to affect his coordination and social skills. |
| Aphasia or Receptive Language Disability makes | | | | Educators and parents should recognize the mental |
| comprehension difficult. | | | | ability of nonverbal learning disabled children and find |
| Aphasia or receptive language disability is associated | | | | ways to discover how to help them cross the barrier |
| with the difficulty of a child to comprehend the | | | | between mental and actual images. |