Non-Verbal Learning Disabilities: Characteristics, Diagnosis by Marieke Molenaar-Klumper
By Marieke Molenaar-Klumper
This can be an available creation to nonverbal studying disabilities (NLD), a syndrome which used to be first well-known within the Seventies. due to the fact that this time, the variety of young children clinically determined with NLD, a that mixes either behavioral and coordination difficulties, has been slowly emerging. Marieke Molenaar-Klumper presents an outline of the various reviews expressed approximately NLD. encouraged by way of broad examine, she describes the cognitive, psychometric, socio-emotional and visible elements of this syndrome. She additionally discusses how NLD will be clinically determined and describes how the syndrome affiliates itself with different stipulations. She completes her review of NLD through suggesting sensible therapy suggestions that may be utilized either at domestic and in class.
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Extra info for Non-Verbal Learning Disabilities: Characteristics, Diagnosis and Treatment Within an Educational Setting
Example text
The construction of a renewed version of the NLD-scale, the also experimental Nederlandse NLD-schaal (Dutch NLD scale), has been applied in many studies with a large pupil population (including students from special schools). The De Brug special school participated in the research of the De Hondsberg school in March 1999. A number of students, parents and teachers filled in the NLD scale and recent information about intelligence and didactical progress was gathered. The results show the degree to which it can be assumed that these children have NLD.
Only after she had examined the page a while longer and had been given a few hints, did she recognize it as a horse. To her,letters and numbers are,and will be, loose bits of information that she has difficulty putting WHAT IS NLD? 31 down on paper together as a whole. In her mind, a letter or number does not have one basic shape, therefore, when put down on paper, it can take on many shapes. Only after long repetitious studying will she be capable of writing it down correctly. Due to poorly developed visual–spatial insight, NLD children have difficulty doing a familiar activity in a new place.
They have a good memory for sounds, words and phrases and are capable of audible discrimination, analysis and synthesis. When working in groups (in the fourth or fifth year of primary school), NLD children are able to achieve a decent level of reading, thanks to the writing of letters in relation to their sound when spoken. Reading then becomes a routine activity (left hemisphere of the brain), and so NLD children read very quickly, with very little intonation or punctuation, and a tendency to guess the sound of words (Hakvoort and Thoonen 1999).