{"id":156848,"date":"2020-05-21T14:54:27","date_gmt":"2020-05-21T09:24:27","guid":{"rendered":"https:\/\/dev.developmentlogics.org\/article\/what-are-specific-learning-disabilities"},"modified":"2025-07-02T10:30:31","modified_gmt":"2025-07-02T05:00:31","slug":"what-are-specific-learning-disabilities","status":"publish","type":"post","link":"https:\/\/newtest.nayi-disha.org\/article\/learning-disabilities\/what-are-specific-learning-disabilities\/","title":{"rendered":"What are Specific Learning Disabilities? What are their types?"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">Every child learns in their own unique way. Some children process information differently, which may not align with traditional educational methods. These variations are known as Specific Learning Disabilities (SLDs). Recognizing and supporting these differences can empower children to thrive academically and personally. <\/span><span style=\"font-weight: 400;\">Watch Remedial Education Specialist, Ms. Farida Raj talk about Specific Learning Disabilities and the various ways it can pose difficulty with learning in a child.<\/span><\/p>\n<h2><b>What are Specific Learning Disabilities?<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">Specific Learning Disabilities are lifelong neurological variations that affect how children process information. They are not indicative of intelligence levels but rather reflect diverse information processing styles. Embracing these differences through a neuro-affirming lens allows us to appreciate the strengths and concerns each child brings to the learning environment.<\/span><\/p>\n<h2><b>Types of Specific Learning Disabilities<\/b><\/h2>\n<ul>\n<li aria-level=\"1\">\n<h3><b>\u0921\u093f\u0938\u094d\u0932\u0947\u0915\u094d\u0938\u093f\u092f\u093e<\/b><\/h3>\n<\/li>\n<\/ul>\n<p><a href=\"https:\/\/nayi-disha.org\/article\/learning-disabilities-what-dyslexia-and-how-address-it\/\"><span style=\"font-weight: 400;\">\u0921\u093f\u0938\u094d\u0932\u0947\u0915\u094d\u0938\u093f\u092f\u093e<\/span><\/a><span style=\"font-weight: 400;\"> is a specific learning difference that involves unique ways of processing language, especially in reading, spelling, and writing. Children with dyslexia may approach written language differently, which can influence how fluently they read or spell. These differences are related to how the brain interprets symbols and sounds, not to intelligence or motivation.<\/span><\/p>\n<p><b>Common signs of Dyslexia:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Difficulty noticing and playing with sounds in words (phonemic awareness)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Finding it hard to connect letters with their sounds or decode new words<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Reading may feel slower or take more effort<\/span><\/li>\n<li><span style=\"font-weight: 400;\">Preference to avoid reading-heavy activities due to past frustration<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\"><b style=\"color: revert; font-size: revert; font-family: inherit;\">Supportive strategies:<\/b><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Structured literacy programs that build reading skills step by step (e.g., Orton-Gillingham, phonics-based approaches)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Multisensory learning methods that include visual, auditory, and tactile elements<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Assistive tools such as audiobooks or text-to-speech apps<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Allowing extra time or reducing pressure in reading and writing tasks<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">When learning is approached with patience and the right tools, children with dyslexia often discover their own unique ways of thriving with language.<\/span><\/p>\n<ul>\n<li aria-level=\"1\">\n<h3><b>Dysgraphia<\/b><\/h3>\n<\/li>\n<\/ul>\n<p><a href=\"https:\/\/nayi-disha.org\/article\/learning-disabilities-what-dysgraphia-and-how-address-it\"><span style=\"font-weight: 400;\">Dysgraphia<\/span><\/a> is a learning difference that affects how a child writes. This can include things like messy handwriting, difficulty with spelling, or trouble putting thoughts down on paper in an organized way. It\u2019s not about how smart or creative a child is, many children with dysgraphia are great storytellers or thinkers. It just means their brain finds it harder to manage writing tasks, often because of how their fine motor skills (small hand movements) work.<\/p>\n<p><b>Common signs of Dysgraphia:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Handwriting that\u2019s hard to read, with irregular spacing or letter sizes<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Struggling to get ideas on paper in an organized way<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Feeling tired or frustrated during long writing tasks<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Avoiding writing activities even when the person has rich ideas to share<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\"><b style=\"color: revert; font-size: revert; font-family: inherit;\">Supportive strategies:<\/b><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Occupational therapy to strengthen hand coordination and writing comfort<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Using speech-to-text tools or typing as alternatives to handwriting<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Offering structured writing supports like graphic organizers or templates<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Breaking writing into small, manageable steps with support along the way<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">People with dysgraphia often have vivid ideas and strong verbal skills. With the right support, they can express themselves in ways that work best for them.<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><\/p>\n<ul>\n<li aria-level=\"1\">\n<h3><b>dyscalculia<\/b><\/h3>\n<\/li>\n<\/ul>\n<p><a href=\"https:\/\/nayi-disha.org\/article\/learning-disabilities-what-dyscalculia-and-how-address-it\"><span style=\"font-weight: 400;\">dyscalculia<\/span><\/a><span style=\"font-weight: 400;\"> is a learning difference that affects how a child understands and works with numbers. A child with dyscalculia might find it hard to learn basic math facts, tell time, or follow the steps in a math problem. They might also find patterns and number-related tasks confusing. This doesn\u2019t mean the child isn\u2019t smart, it just means their brain processes numbers differently. With the right support, they can learn math in a way that works for them.<\/span><\/p>\n<p><b>Common signs of Dyscalculia:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Difficulty understanding number sense (such as quantity, order, or comparisons)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Struggles with performing basic operations like addition, subtraction, multiplication, or division<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Finding it hard to recall math facts, like times tables, even after repeated practice<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Feeling anxious, overwhelmed, or discouraged during math-related tasks<\/span><span style=\"font-weight: 400;\"><br \/>\n<b style=\"color: revert; font-size: revert; font-family: inherit;\"><\/b><\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\"><b style=\"color: revert; font-size: revert; font-family: inherit;\">Supportive strategies:<\/b><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Using visual tools, charts, and hands-on materials (like blocks or beads) to make math more tangible<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Breaking down math tasks into smaller steps with clear, consistent instructions<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Connecting math to real-life contexts (e.g., cooking, shopping, games) to enhance understanding<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Encouraging a growth mindset, celebrating progress, and offering reassurance to reduce math-related stress<\/span><span style=\"font-weight: 400;\"><br \/>\n<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">People with dyscalculia often shine in creative, verbal, or visual fields. When math is taught in ways that align with their learning style, they can engage meaningfully and successfully with numbers too.<\/span><\/p>\n<ul>\n<li aria-level=\"1\">\n<h3><b>Dyspraxia<\/b><\/h3>\n<\/li>\n<\/ul>\n<p><a href=\"https:\/\/nayi-disha.org\/article\/learning-disabilities-what-dyspraxia-and-how-address-it\/\"><span style=\"font-weight: 400;\">Dyspraxia<\/span><\/a><span style=\"font-weight: 400;\">, <\/span>or Developmental Coordination Disorder (DCD), affects how a child plans and carries out physical movements. This might show up as clumsiness, trouble with balance, or difficulty doing tasks like buttoning a shirt, writing neatly, or catching a ball. It can also make it hard to remember and follow physical steps in the right order. It\u2019s not because the child isn\u2019t trying or isn\u2019t capable, it\u2019s simply that their brain and body need more time and support to work together smoothly.<\/p>\n<p><b>Common signs of Dyspraxia:<\/b><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Appearing clumsy or experiencing frequent bumps and spills<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Difficulty with tasks like buttoning clothes, tying shoelaces, or using cutlery<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Challenges with handwriting, drawing, or physical activities like cycling or catching a ball<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Heightened sensitivity to sounds, textures, or movement (often overlapping with sensory processing differences)<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\"><b style=\"color: revert; font-size: revert; font-family: inherit;\">Supportive strategies:<\/b><\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Occupational and physical therapy that focuses on building coordination in fun, supportive ways<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Breaking activities into smaller, clear steps and offering visual or verbal guidance<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Providing extra time and a calm pace for tasks involving motor planning<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\">Creating inclusive, low-pressure environments where the child can explore movement without fear of judgment or overwhelm<\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">With the right kind of encouragement and understanding, children with dyspraxia can build confidence and independence in their own time and way. Many go on to excel in creative, problem-solving, or compassionate roles that celebrate their unique perspective.<\/span><\/p>\n<h2><b>Embracing neurodiversity<\/b><\/h2>\n<p><span style=\"font-weight: 400;\">Understanding and accepting Specific Learning Differences is crucial in fostering an inclusive environment where all learners can succeed. By recognizing the unique strengths and challenges of children with SLDs, we move towards a more equitable educational system that values diversity in learning styles.<\/span><\/p>\n<h3><b>Key principles:<\/b><\/h3>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Early identification:<\/b><span style=\"font-weight: 400;\"> Recognizing signs of SLDs early allows for timely support and intervention.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Specialised support:<\/b><span style=\"font-weight: 400;\"> Tailoring strategies to each child&#8217;s needs promotes effective learning.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Positive reinforcement:<\/b><span style=\"font-weight: 400;\"> Encouragement and recognition of achievements build self-esteem and motivation.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b style=\"font-size: revert; color: initial; font-family: inherit;\">Collaboration:<\/b><span style=\"font-weight: 400;\"> Involving educators, families, and specialists ensures comprehensive support.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Specific Learning Differences are natural variations in how children process information. By adopting a neuroaffirming approach, we can create supportive environments that recognize and nurture the diverse ways in which people learn. Embracing neurodiversity not only benefits children with SLDs but enriches our communities by valuing the unique contributions of every learner.<\/span><\/p>\n<h3><b>DISCLAIMER: Please note that this guide is for information purposes only. Please consult a qualified health practitioner for proper guidance.\u00a0<\/b><\/h3>\n<p><span style=\"font-weight: 400;\">Take a moment to also explore and learn more these Learning Disabilities such as <\/span><a href=\"https:\/\/nayi-disha.org\/article\/learning-disabilities-what-dyspraxia-and-how-address-it\"><span style=\"font-weight: 400;\">Dyspraxia<\/span><\/a><span style=\"font-weight: 400;\">, <\/span><a href=\"https:\/\/nayi-disha.org\/article\/learning-disabilities-what-dyscalculia-and-how-address-it\"><span style=\"font-weight: 400;\">dyscalculia<\/span><\/a><span style=\"font-weight: 400;\">, <\/span><a href=\"https:\/\/nayi-disha.org\/article\/learning-disabilities-what-dyslexia-and-how-address-it\"><span style=\"font-weight: 400;\">\u0921\u093f\u0938\u094d\u0932\u0947\u0915\u094d\u0938\u093f\u092f\u093e<\/span><\/a><span style=\"font-weight: 400;\"> \u0914\u0930 <\/span><a href=\"https:\/\/nayi-disha.org\/article\/learning-disabilities-what-dysgraphia-and-how-address-it\"><span style=\"font-weight: 400;\">Dysgraphia<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">If you have questions about Autism, Down Syndrome, ADHD, or other intellectual disabilities, or have concerns about developmental delays in a child, the Nayi Disha team is here to help. For any questions or queries, please contact our FREE Helpline at <\/span><a href=\"https:\/\/api.whatsapp.com\/send\/?phone=918448448996&amp;text&amp;app_absent=0\"><span style=\"font-weight: 400;\">844-844-8996<\/span><\/a><span style=\"font-weight: 400;\">. You can call or what\u2019s app us. Our counselors speak different languages including English, Hindi, Malayalam, Gujarati, Marathi, Telugu, and Bengali.<\/span><\/p>\n<p class=\"p1\">","protected":false},"excerpt":{"rendered":"<p>What are Specific Learning Disabilities?&nbsp;<\/p>","protected":false},"author":26462,"featured_media":156849,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"video","meta":{"footnotes":""},"categories":[3227],"tags":[2443],"conditions":[2695],"age_group":[2739,2737],"article_group":[2766],"_links":{"self":[{"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/posts\/156848"}],"collection":[{"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/users\/26462"}],"replies":[{"embeddable":true,"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/comments?post=156848"}],"version-history":[{"count":13,"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/posts\/156848\/revisions"}],"predecessor-version":[{"id":299180,"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/posts\/156848\/revisions\/299180"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/media\/156849"}],"wp:attachment":[{"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/media?parent=156848"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/categories?post=156848"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/tags?post=156848"},{"taxonomy":"conditions","embeddable":true,"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/conditions?post=156848"},{"taxonomy":"age_group","embeddable":true,"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/age_group?post=156848"},{"taxonomy":"article_group","embeddable":true,"href":"https:\/\/newtest.nayi-disha.org\/hi\/wp-json\/wp\/v2\/article_group?post=156848"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}