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Nonverbal Learning challenges involve "non-language-based" skills such as motor, visual-spatial, comprehension, or social skills.
Nonverbal Learning Challenges involve “non-language-based” skills such as motor, visual-spatial, comprehension, or social skills. A child with these challenges may likely experience struggles in school.
Nonverbal learning difficulties are common in conjunction with many formal diagnosis such as Autism, ADHD, or a reading or math learning disability. There is often potential for a child to learn coping strategies. In conjunction with other diagnosis, 504 accommodations might be introduced that support students in their learning environment.
Nonverbal learning struggles can appear in many ways in the classroom or school environment. Your child may:
Many kids might need clear instruction and practice on recognizing social cues. They may be part of social skills groups outside of school. They may dislike change to daily routine, and can require extra explanation when change is necessary. They may attend occupational therapy to help build their tolerance of change, improve coordination and improve fine motor skills.
A teacher can help by posting daily schedules, and ensuring the student understands the schedule and expectations ahead of time.
It may be that choosing where, and with who, to sit may help the student manage better.
It may be necessary for a teacher or a peer to explain jokes or identify sarcasm that the student may miss.
It should be expected that the student will not grasp abstract concepts or figures of speech – a teacher must be prepared to break down or define these concepts for the student.
It is likely that the student will not finish classroom assignments or homework as quickly as their peers; it is important to understand the “why” behind their challenge, so an accommodation can be formulated that allows the child to access their curriculum.
When it comes to test time, it may be helpful to provide an outline of the test format ahead of time, or allow the student to take the test orally.
Make sure your child is properly evaluated for special education services, and that IEP or 504 plans clearly state how teachers should be working with your child.
If you are having challenges advocating on your own for your child, please give me a call for free initial consultation:
Leah Sansone, M.Ed. | 919-510-3180
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