School
support:
 What
are non-verbal learning difficulties?
These involve poor processing of visual and spatial information,
while verbal skills are relatively better developed. When the discrepancy
between verbal and non-verbal difficulties is very marked, the non-verbal
difficulties may sometimes associated with social, interpersonal
and imaginative difficulties.
Advice
for the classroom:
Working with maps and diagrams may be hard for the pupil, even
with diagrams that appear simple to most people.
Remember that information presented in tables can be difficult
for the pupil.
Colour-coding is usually thought to be a helpful way of organising
and presenting information – but it may be hard for pupils
with non-verbal learning difficulties.
Remember that maths symbols may be confused easily, and that
mistakes may be due to this, and not to lack of understanding
or skill.
Shape and spatial aspects of maths may be specially hard.
The pupil may tend to focus on details rather than on the larger
picture.
The pupil may have great difficulty setting priorities, separating
the main idea from details, developing outlines, taking notes,
and organising paragraphs based on topic sentences. Provide clear
guidance and maximum practice.
Be aware that mathematics concepts based on part-whole relationships,
such as fractions, decimals, and percentages, tend to be problematic.
The pupil may have trouble copying spatial designs and drawing
these from memory.
-
Motivation and Praise:
Let the pupil know you are aware of his/her difficulty, and
that you are sympathetic – but that you have high expectations.
Be specially generous with praise and cautious with criticism.
Praise can be a natural motivator as long as the child feels
the praise is genuine and deserved. It is important to let the
pupil know why he/she is being praised rather than just to provide
praise. In a behavioural reward system with extrinsic rewards
such as stickers or points, the child can easily see why he/she
is being praised. This can be an effective motivator, as long
as the rewards are meaningful and appropriate.
-
Useful Strategies:
Encourage the pupil to use verbal strength to analyse and mediate
information (e.g. by describing a scene or situation to oneself).
Encourage the pupil to use self-talk to provide direction for
completing tasks (e.g. by sequencing the steps to a task and
saying each step to oneself).
Provide structure and directions about priorities for completing
multiple tasks.
Be clear and direct in addressing the difficulty.
Begin the work with what is most familiar and simple –
the more novel or complex, the more difficult the task.
Rely heavily on the pupil’s verbal and analytic strengths.
Encourage the pupil to use multisensory integration, both receptively
and expressively (read it, see it, hear it, touch it, say it,
write it, do it).
Teach in a sequential, step-by-step fashion.
Identify opportunities to generalise newly learned skills to
other situations and to practise in those situations.
If possible, arrange with other teachers to stagger the demands
for products (papers, projects, tests, etc), so that they are
not all due at the same time.
School
issues:
Ensure that all the pupil's teachers know about the difficulty
and understand its implications.
A request to examination boards for extra time may be appropriate
in subjects where there is a lot of information presented diagrammatically
or visually.
Books
& articles:
Barsch, Ray (1995) Fine Tuning - an auditory visual training programme,
Books 1 & 2 (Navato, Ca: Academic Therapy Publications).
Cooke, J. (1996) Early Sensory Skills (Winslow).
Foss, J. (1991) ‘Nonverbal learning disabilities and remedial
interventions’, Annals of Dyslexia, 41, 128–40.
Johnson, D. and Myklebust, H. R. (1967) Nonverbal Disorders of
Learning. Learning disabilities: educational principles and practices
(Grune & Stratton).
Lazear, David (3rd edition 1999) Eight Ways of Knowing: Teaching
for Multiple Intelligences, foreword by Howard Gardner (Skylight
Professional Development, Arlington Heights, Ill.) – subtitled
‘A handbook of techniques for expanding intelligence’,
this book is a follow-up to The Seven Ways of Knowing, by the same
author. The addition concerns the eighth intelligence in the multiple
intelligence spectrum developed by Gardner – naturalist intelligence.
This is directly related to one’s recognition and appreciation
of the natural world around us, and involves the abilities to discriminate
different species and classify various flora, and one’s general
knowledge of the natural world.
The author suggests that those with a highly developed natural intelligence
would feel a lift if flowers were brought into a room or choose
to relax by heading for the countryside. He suggests it is important
to cultivate children’s naturalist intelligence through visits
to the zoo, getting involved in projects relating to conservation
and tree planting, etc. This book also provides clear summaries
and practical strategies for developing all eight intelligences.
Ranaldi, F. (2003) Dyslexia and Design and Technology (David Fulton).
Rourke, B.P. (1995) Syndrome of Nonverbal Learning Disabilities
(Guilford Press).
Rourke, B. P. and Tsatsanis, K. D. (1996) ‘Syndrome of nonverbal
learning disabilities: Psycholinguistic assets and deficits’,
Topics in Language Disorders, 16, 2, 30–44.
Tanguay, P. (2002) Nonverbal Learning Disabilities at School (Kingsley).
Vacca, D. (2001) ‘Confronting the puzzle of nonverbal learning
disabilities’, Educational Leadership, 59, 3, 26–31.
Williams, D. (1998) Early Visual Skills (Winslow).
Programmes,
Games and Software:
Before Alpha: Learning Games for the Under Fives – this is
a programme of learning games developed by Bev Hornsby (1996, Souvenir
Press) which can be used with children under five. The games are
in a series of structured stages, are multi-sensory and aim to foster
language development and other pre-reading skills such as visual
and auditory perception and discrimination, fine motor control,
spatial relationships, knowledge of colour, number and directions.
Computer graphic activities may be helpful – e.g. PC graphic
pen (Graphire 2, website: www.wacom-europe.com/uk/index.asp).
Crossbow Education (41 Sawpit Lane, Brocton, Stafford ST17 0TE;
tel: 01785 660902, website: www.crossboweducation.com
) specialise in games for children with difficulties in reading,
spelling and memory and produce game activities on literacy and
numeracy. These include Spingoes, an onset and rime spinner bingo
which comprises a total of 120 games using onset and rime; and Funics,
a practical handbook of activities to help children to recognise
and use rhyming words, blend and segment syllables, identify initial
phonemes and link sounds to symbols. Alphabet Lotto focuses on early
phonics, Bing-Bang-Bong and CVC Spring help develop competence in
short vowel sounds, and Deebees is a stick and circle board game
to deal with b/d confusion. Crossbow also publish materials such
as Study Skills: A Multisensory Guide, by Jenni Beard (2000).
Davis Dyslexia Correction Methods – an alternative treatment
which involves orientation and symbol mastery (Davis and Braun 1997)
Davis Dyslexia Association International, Los Angeles; tel: 1-888-999-3324;
fax: 1-650-692-7075; website: www.dyslexia.com
Visualizing and Verbalizing for Language Comprehension and Thinking
– developed by Nancy Bell (1991), this programme provides
a comprehensive procedure for the use of visualising to promote
and enhance reading and comprehension. The stages include picture
imagery, word imagery, single sentence, multiple sentence, whole
paragraph and whole page. Additionally, the programme provides an
understanding of the functions of the gestalt hemisphere and useful
strategies for classroom teaching. It is published by Academy of
Reading Publications, Paso Robles, Calif.
Useful
addresses & websites:
British Dyslexia Association (BDA), 98 London Road, Reading, Berkshire,
RG1 5AU; tel: 0118 966 2677; email: admin@bda-dyslexia.demon.co.uk;
website: www.bda-dyslexia.org.uk
Computer games can be useful, as some of these can help with processing
speed utilising both visual and auditory modalities – sources
include:
Becta (British Educational Communications and Technology Agency),
Milburn Hill Road, Science Park, Coventry CV4 7JJ; tel: 024 7641
6994; fax: 024 7641 1418; email:
becta@becta.org.uk; website: www.becta.org.uk
KCS – Tools for the Computer Enabled, Freepost, Southampton
SO17 1YA; tel: 0123 80584314; fax: 0123 80584320; email: info@keytools.com
Becta (British Educational and Technology Agency), Milburn Hill
Road, Science Park, Coventry CV4 7JJ; tel: 024 7641 6994; fax: 024
7641 1418; email: becta@becta.org.uk
Xavier Educational Software Ltd, Psychology Department, University
College of Wales, Bangor, Gwynedd LL57 2DG; tel: 01248 382616; fax:
01248 382599; email: xavier@bangor.ac.uk);
website: www.xavier.bangor.ac.uk
Scottish Council for Educational Technology (SCET), 74 Victoria
Crescent Road, Glasgow G12 9JN; tel: 0141 337 5051.
Crick Software, website: www.cricksoft.com/uk
Crossbow Education, 41 Sawpit Lane, Brocton, Stafford ST17 0TE;
tel: 01785 660902; website: www.crossboweducation.com
– games for learning.
Desktop Publications, 54 Railway Street, Barnetby-le-wold, North
Lincolnshire DN38 6DQ; tel: 01652 688781; fax: 01652 688850, website:
www.desktoppublications.co.uk
Dyslexia in Scotland, Stirling Business Centre, Wellgreen, Stirling
FK8 2DZ; tel: 01786 446650; website: www.dyslexia-in-scotland.org
Dyslexia Institute, 133 Gresham Road, Staines, Middlesex, TW18
2AJ; tel: 01784 463851; website: www.dyslexia-inst.org.uk
Dyslexia Institute, Head Office and National Training and Resource
Centre, Park House, Wick Road, Egham, Surrey TW20 0HH; tel: 01784
222300; fax: 01784 222333; email: info@dyslexia-inst.org.uk;
website: www.dyslexia-inst.org.uk
Dyslexia Research Trust, website: www.dyslexic.org.uk
– a detailed site giving current research, newsletter, conferences
and publications, upcoming talks and lectures.
Dyslexia UK charity, website: www.dyslexia.uk.com
– a knowledge site providing information and guidance on all
topics relating to dyslexia.
Fledglings, 6 Southfield, Ickleton, Saffron Waldon, CB10 1BE; tel:
0845 458 1124;
e-mail: enquiries@fledglings.org.uk;
website: www.fledglings.org.uk
– a free product and service search for families of children
with special needs, for educational items and developmental toys.
Inclusive Technology, website: www.inclusive.co.uk
Multi-Sensory Learning, Highgate House, Grooms’ Lane, Creaton,
Northants NN6 8NN; tel: 01536 399002.
National Association of Special Educational Needs (NASEN), Nasen
House, 4-5 Amber Business Village, Amber Close, Amington, Tamworth
B77 4RP; tel: 01827 311500; fax: 01827 313005; email: welcome@nasen.org.uk
; website: www.nasen.org.uk
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201 – an advice, training and
resource centre for parents and professionals.
REM, Great Western House, Langport, Somerset TA10 9YU; tel: 01458
254750; fax: 01458 254751; website: www.r-e-m.co.uk
SEMERC software publishers, website: www.blackcatsoftware.com
SEN Marketing, 618 Leeds Road, Outwood, Wakefield, West Yorkshire
WF1 2LT; website: www.sen.uk.com
Nonverbal Learning Disorders Association (NLDA), PO Box 220, Canton,
CT 06019-0220, USA; email: NLDResources@aol.com;
website: www.nlda.org
www.psparents.net/Non-Verbal
www.ldonline.org
www.nldline.com/
www.nldontheweb.org/
Home
support:
What
are non-verbal learning difficulties?
These involve poor processing of visual and spatial information,
while verbal skills are relatively better developed. When the discrepancy
between verbal and non-verbal difficulties is very marked, the non-verbal
difficulties may sometimes associated with social, interpersonal
and imaginative difficulties.
How
will this affect my child?
Your child may tend to focus on details rather than on the larger
picture.
Your child may have great difficulty setting priorities, separating
the main idea from details, developing outlines, taking notes, and
organising paragraphs based on topic sentences.
Mathematics concepts based on part-whole relationships, such as
fractions, decimals, and percentages, tend to be problematic for
your child .
Your child may have trouble copying spatial designs and drawing
these from memory.
An inability to separate the essentials from the details sometimes
affects interpersonal and social communications, both receptive
and expressive. For example, people with non-verbal learning difficulties
might not be able to select and attend to the important points of
a conversation, or they may ramble, providing a myriad of details
without making clear points.
How
can I help?
Some useful resources are available from Crossbow Learning –
see their website: www.crossboweducation.com
Computer graphic activities may be helpful – e.g. PC graphic
pen (Graphire 2 www.wacom-europe.com/uk/index.asp)
allows drawing on-screen in a way that encourages eye-hand coordination.
Encourage model making and other practical activities, but try
to keep these simple and manageable.
Encourage games – under supervision – which involve
paper, paste and scissors and encourage drawing (but perhaps use
tracing paper to begin with).
Colouring activities are also useful – try to give rewards
for not going over the edge of the drawing which is being coloured
in.
Encourage the pupil to use verbal strength to analyse and mediate
information by talking things through to him/herself , and using
self-talk to provide direction for completing tasks (e.g. by sequencing
the steps to a task and saying each step to oneself).
Find every way to help with organisation, if this is a problem
– for example, breaking tasks down into small steps, or use
of a notebook or electronic personal organiser.
Provide structure and directions about priorities for completing
multiple tasks.
Where
can I find out more?
Foss, J. (1991) ‘Nonverbal learning disabilities and remedial
interventions’, Annals of Dyslexia, 41, 128–40.
Johnson, D. and Myklebust, H. R. (1967) Nonverbal Disorders of
Learning. Learning disabilities: educational principles and practices
(Grune & Stratton).
Rourke, B.P. (1995) Syndrome of Nonverbal Learning Disabilities
(Guilford Press).
Thompson, S. (1997) The Source for Nonverbal Learning Disabilities
(East Moline, IL: LinguiSystems. ARK Foundation, Applied Research
Knowledge, Allenmore Medical Center, 19th & Union, Suite A-311,
Tacoma, WA 98405, USA; email: ARKfan@aol.com).
Nonverbal Learning Disorders Association (NLDA), PO Box 220, Canton,
CT 06019-0220, USA; email: NLDResources@aol.com;
website: www.nlda.org
Fledglings, 6 Southfield, Ickleton, Saffron Waldon, CB10 1BE; tel:
0845 458 1124; e-mail: enquiries@fledglings.org.uk;
website: www.fledglings.org.uk
– a free product and service search for families of children
with special needs, for educational items and developmental toys.
Office for Advice, Assistance, Support and Information on Special
Needs (OAASIS), Brock House, Grigg Lane, Brockenhurst, Hants SO42
7RE; helpline tel: 09068 633201 – an advice, training and
resource centre for parents and professionals.
Some useful addresses:
www.psparents.net/Non-Verbal
www.ldonline.org
www.nldline.com/
www.nldontheweb.org/
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