Dificultades de aprendizaje

Artículo: Types of Learning Disabilities. |
Dificultades del Aprendizaje e Intervención Psicopedagógica. |
Angelina Herrera Guirnaldos |

Types of Learning Disabilities |
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Learning Disabilities (LD) are neurologically-based processing problems. These processing problems can interfere with learning basic skills such as reading, writing, or math. They can also interfere withhigher level skills such as organization, time planning, and abstract reasoning.The types of LD are identified by the specific processing problem. They might relate to getting information into the brain (Input), making sense of this information (Organization), storing and later retrieving this information (Memory), or getting this information back out (Output). Thus, the specific types ofprocessing problems that result in LD might be in one or more of these four areas.INPUTInformation is primarily brought into the brain through the eyes (visual perception) and ears (auditory perception). An individual might have difficulty in one or both areas.Auditory Perception. (Also called Receptive Language) The individual might have difficulty distinguishing subtle differences in sound (calledphonemes) or might have difficulty distinguishing individual phonemes as quickly as normal. Either problem can result in difficulty processing and understanding what is said. Individuals might have difficulty with what is called auditory figure-ground. They have difficulty identifying what sound(s) to listen to when there is more than one sound. Visual Perception. One might have difficultydistinguishing subtle differences in shapes (called graphemes). They might rotate or reverse letters or numbers (d, b, p, q, 6, 9); thus misreading the symbol. Some might have a figure-ground problem, confusing what figure(s) to focus on from the page covered with many words and lines. They might skip words, skip lines, or read the same line twice. Others might have difficulty blending information from botheyes to have depth perception. They might misjudge depth or distance, bumping into things or having difficulty with tasks where this information is needed to tell the hands or body what to do. If there is difficulty with visual perception, there could be problems with tasks that require eye-hand coordination (visual motor skills) such as catching a ball, doing a puzzle, or picking up aglass.INTEGRATIONOnce information is recorded in the brain (input), three tasks must be carried out in order to make sense or integrate this information. First, the information must be placed in the right order or sequenced. Then, the information must be understood beyond the literal meaning, abstraction. Finally, each unit of information must be integrated into complete thoughts or concepts,organization.Sequencing. The individual might have difficulty learning information in the proper sequence. Thus, he might get math sequences wrong, have difficulty remembering sequences such as the months of the year, the alphabet, or the times table. Or, she might write a report with all of the important facts but not in the proper order. Abstraction. A person might have difficulty inferring the meaning ofindividual words or concepts. Jokes, idioms, or puns are often not understood. He might have problems with words that might have different meanings depending on how they are used. For example, “the dog” refers to a pet. “You dog” is an insult.Organization. An individual might have difficulty organizing materials, losing, forgetting, or misplacing papers, notebooks, or homework assignments. She mighthave difficulty organizing her environment, such as her bedroom. Some might have problems organizing time. They have difficulty with projects due at a certain time or with being on time. (Organization over time is referred to as Executive Function.)MEMORYThree types of memory are important to learning. “Working memory” refers to the ability to hold on to pieces of information until the pieces blend...