•  specific learning disability 
     
     A disorder in one or more of the central nervous system processes involved in perceiving, understanding and/or using concepts through verbal (spoken or written) language or nonverbal means. This disorder manifests itself with a deficit in one or more of the following areas: attention, reasoning, processing, memory, communication, reading, writing, spelling, calculation, coordination, social competence and emotional mature. Do not look at LD as a disability but as a different way of learning. 
    .Developmental Delay
    A developmental delay is any significant lag in a child's physical, cognitive, behavioral, emotional, or social development, in comparison withnorms.
    Developmental delay refers to when a child's development lags behind established normal ranges for his or her age.
    Cognitive Delay Definition A child with a cognitive delay or disability demonstrates deficits in intellectual abilities beyond normal variations for age and cultural background. This might include difficulties in:
    the ability to acquire information, problem solving, reasoning skills, the ability to generalize information, rate of learning, processing difficulties, memory delays, attention, and organization skills.
    Factors, Considerations, and Observable Behaviors that Support or Demonstrate the Presence of a Cognitive Delay or Disability
    The child has significant delays in cognitive abilities, as reflected in intellectual assessment scores, neuropsychological findings, teacher or parent rating scales, and/or results of structured observations in a classroom or other setting.
    The child shows significant discrepancies beyond what would be normally expected within or between skill development areas, such as differences between verbal and nonverbal skills, differences within verbal sub-areas, or within perceptual-motor sub-areas. For example, a child with good acuity to visual details may show significant deficits in problem-solving spatial skills.
    How they take in information.
    Perception (How it is perceived)
    Auditorily (How well they hear it)
    Visually (How well they see it)
    Tactually (How well they touch it)
    INTEGRATION
    How they take new information, how they understand it, and how they link it to old information.
    Understanding an idea, start with small details and work up throughout every step.
    Concept formation.
    How they combine multiple ideas.
    OUTPUT
    How you show what you learn
    Written expression
    Organization of thoughts and understanding of Logical Progression.
    Oral expression (A speech or explanation of what they have learned)
    Organization of thoughts and understanding ofLogical Progression.
    Demonstration (A project demonstrating what they have learned)
    Organization of thoughts and understanding of Logical Progression

Last Modified on August 22, 2018