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Non-verbal learning disorder in children

Non-verbal learning disorder in children



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We can think that we do not stop labeling children, it is ADHD, it is dyslexic, it has a language disorder ... but labels are sometimes useful, if we use them correctly. If it helps me to give the child what he needs, it is good.

A disorder that is little talked about and is practically unknown to many parents and educators is the so-calledNon-verbal learning disorder in children or NVAV.

TANV is a neurodevelopmental disorder that mainly affects the perceptual-motor and social areas of children, while the verbal area shows good development (even higher). This disorder is related to poor functioning of certain right and left areas of the brain.

The difficulties these children present are related to:

- Psychomotor area.

- Perceptual-spatial area.

- Social area.

Faced with these difficulties are children whohave adequate or even superior development in the verbal area, so they do not usually attract attention at school due to learning difficulties, (they are intelligent children, with good learning ability, good behavior, they take courses ...).

Non-verbal learning disorder in children can be detected by observing the following difficulties:

- It is difficult for them to face new situations.

- In language and communication they have difficulty understanding the non-verbal keys of the social relationship and communication, so this affects the social area.They don't understand jokes, nor double meanings, gestures or glances in communication.

- They also have difficulties to understand the contextual keys of conversations or social situations (the pragmatics of language).

At the motor level, they are children that we usually call "clumsy", they stumble, they have difficulties in psychomotor coordination, fine motor skills and gross motor control, (the ball falls out of their hands when we throw it at them, or they fail to kick it, they stumble easily ...) who present writing difficulties.

- They also showdifficulties in visual-perceptual and spatial orientation tasks, (which can affect reading, writing and tasks related to art education areas).

Academic difficulties especially at the level of oral or written comprehension. Difficulties in reading and writing (slowness of the decoding and encoding processes)

They are children who often go unnoticed or are confused with children with attention problems, they are even often branded as "lazy" or "slow." These children excel in Language Arts, Mathematics, Foreign Language, and Science when formats other than writing are allowed.

In the classroom, you can see that they understand and know, they have a good development of language and vocabulary, they learn complex content, and despite their problems with reading and writing, they do not usually have spelling problems. They also have very good verbal logical reasoning ability, good mental calculation ability and good auditory memory.

Their weak points in the classroom would be spatial orientation tasks, writing, drawing, manipulative tasks, or reading. Despite their good language development, they often have difficulties organizing their speech, differentiating important information from that which is not, (which also affects written expression),

In the non-academic,their difficulties are in the social area and in relation to peers, since it is difficult for them to make friends and keep them. So intervention in this area is essential.

Some adaptations that can be made in the classroom with these children are:

- Do not copy the statements, since it is an arduous and expensive task for them and it slows them down a lot in their work.

Offer them visual clues on the sheet (margin lines, hyphens where to start writing, frame spaces to do operations ...) as well as using notebooks with a Montessori pattern or line.

Adapt the assessment, allow them to take multiple choice oral exams, give them more time, or use the computer for written tasks.

The problem with this disorder is multiple and varied. On the one hand, the ignorance of the professionals, the fact that there are no unanimous criteria for its diagnosis, which implies difficulties in its detection (they are usually confused with Asperger's Syndrome) and if there is not a good diagnosis there cannot be an adequacy in the classroom.

On the other hand, it is a disorder that usually goes unnoticed since the language is preserved and with a good level of development, these children reaching good academic achievements.

You can read more articles similar to Non-verbal learning disorder in children, in the category of Mental Disorders on site.