n Mental Health Matters - Identifying and assessing the child with barriers to learning
|Article Title||Identifying and assessing the child with barriers to learning|
|© Publisher:||In House Publications|
|Journal||Mental Health Matters|
|Publication Date||Jan 2016|
|Pages||31 - 34|
For many years, professionals have debated over an acceptable definition for learning disabilities, one that is narrow enough to be useful but broad enough to cover all the different characteristics of a learning disability. A useful, if broad definition is, an individual of at least average intelligence who appears capable of school success but has unexpected and unexplained difficulties in acquiring academic success. There also tends to be an uneven growth pattern; this refers to uneven development of the different elements of mental ability, therefore while some of the components are maturing in the expected sequence, others are delayed. An individual is not considered to have a learning disability if they have impaired vision, emotional difficulties, hearing loss, impacting environmental factors, a physical disability, low intelligence or brain damage. There are a number of different disorders that affect a child's ability to acquire, retain, understand, organise and use verbal and non-verbal information, many of which would be classified as a learning disability.
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