Learning Disabilities We Address
Read through the below learning difficulties that EA helps children, teens and adults address to see if our schools are right for you or your child.
Do you think Eaton Arrowsmith is right for you or your child?
Types of Learning Disabilities
“Please don’t erase that blackboard yet.”
Messy handwriting, miscopying, misreading, irregular spelling, speech rambling, careless written errors in mathematics, and poor written performance.
“I just don’t get it.”
Difficulty with reading comprehension, trouble with mathematical reasoning, trouble with logical reasoning, difficulty reading an analog clock, problem understanding cause and effect, reversals of ‘b’ – ‘d’; ‘p’ – ‘q’ (younger students and in more severe cases).
“I have a memory like a sieve.”
Trouble remembering oral instructions, difficulty following lectures or extended conversations, problem acquiring general information through listening.
“My words don’t always come out in the right order.”
Problem putting information into one’s own words, speaking in incomplete sentences, difficulty using internal speech to work out consequences, trouble following long sentences, breakdown of steps in mathematical procedures.
“People say I mumble.”
Mispronouncing words, avoiding using words because of uncertainty of pronunciation, limited ability to learn and use phonics, difficulty learning foreign languages, difficulty thinking and talking at the same time, flat and monotone speech with lack of rhythm and intonation.
“I’m sorry. Could you repeat that?”
Mishearing words and thus misinterpreting information, difficulty understanding someone with an accent, extra effort required to listen to speech.
“Planning was never my strong suit.”
Problem being self-directed and self-organized in learning, limited mental initiative, difficulty keeping attention relevantly oriented to the demands of a task necessary for completion, difficulty thinking, planning, problem solving, trouble seeing the main point.
“I was never a great reader.”
Poor word recognition, slow reading, difficulty with spelling, trouble remembering symbol patterns such as mathematical or chemical equations.
“I’m not good at remembering the names of things.”
Problem with associative memory, trouble following auditory information, trouble learning names of things such as animals, places, people, colours, days of the week.
“I am such a klutz.”
Awkward body movements, bumping into objects due to not knowing where body is in space relative to objects, uneven handwriting with variable pressure.
“I slur my words sometimes.”
Lack of a clear articulation of speech, some speech slurring.
“I’m just not good at reading people.”
Problem interpreting non-verbal information such as body language, facial expression and voice tone, weak social skills, difficulty perceiving and interpreting one’s own emotions, difficulty thinking, planning, problem solving non-verbally.
“My eyes hurt when I read.”
Slow, jerky reading with errors, eyes fatigue when reading, problem navigating in the dark.”
“Have we met?”
Trouble finding objects, problem remembering visual cues such as landmarks, difficulty remembering faces and recalling the visual details of pictures.
“I am forever getting lost.”
Frequently getting lost, losing objects, messy and disorganized workspace, trouble constructing geometric figures.
“I’m not handy.”
Difficulty understanding the mechanical properties of objects, problems constructing or repairing machinery such as taking apart and putting together a bicycle or repairing a car.
“I couldn’t program the PVR to save my life.”
Trouble understanding the proper sequence of steps in a task such as sewing, cooking or computer programming.
“My reaction time is a bit slow.”
Poor muscle tone, which results in some degree of awkwardness and slowness of body movement.
“I’m not a numbers person.”
Finger counting, trouble retaining numbers in one’s head, difficulty making change, problem learning math facts, poor sense of time management, difficulty with time signature in music.