Information
processing deficits
Learning disabilities fall into broad
categories based on the four stages of information processing used in
learning: input, integration, storage, and output.
This is the information perceived through
the senses, such as visual and auditory perception. Difficulties with visual
perception can cause problems with recognizing the shape, position and size
of items seen. There can be problems with sequencing, which can relate to
deficits with processing time intervals or temporal perception. Difficulties
with auditory perception can make it difficult to screen out competing
sounds in order to focus on one of them, such as the sound of the teacher's
voice. Some children appear to be unable to process tactile input. For
example, they may seem insensitive to pain or dislike being touched.
This is the stage during which perceived
input is interpreted, categorized, placed in a sequence, or related to
previous learning. Students with problems in these areas may be unable to
tell a story in the correct sequence, unable to memorize sequences of
information such as the days of the week, able to understand a new concept
but be unable to generalize it to other areas of learning, or able to learn
facts but be unable to put the facts together to see the "big picture." A
poor vocabulary may contribute to problems with comprehension.
Problems with memory can occur with
short-term or working memory, or with long-term memory. Most memory
difficulties occur in the area of short-term memory, which can make it
difficult to learn new material without many more repetitions than is usual.
Difficulties with visual memory can impede learning to spell.
Information comes out of the brain either
through words, that is, language output, or through muscle activity, such as
gesturing, writing or drawing. Difficulties with language output can create
problems with spoken language, for example, answering a question on demand,
in which one must retrieve information from storage, organize our thoughts,
and put the thoughts into words before we speak. It can also cause trouble
with written language for the same reasons. Difficulties with motor
abilities can cause problems with gross and fine motor skills. People with
gross motor difficulties may be clumsy, that is, they may be prone to
stumbling, falling, or bumping into things. They may also have trouble
running, climbing, or learning to ride a bicycle. People with fine motor
difficulties may have trouble buttoning shirts, tying shoelaces, or with
handwriting.
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