Learning Difficulties

Generally, learning difficulties affect reading, writing and spelling. These challenges are language based. Learning difficulties can, however, also affect math abilities and social skills.

Learning difficulties can appear at any moment during schooling.

These difficulties are not related to intellectual potential, however, learning difficulties often impact self-esteem as well. With adequate support adapted to the needs of the student, it is possible to seem them progress and develop at a similar rate as their peers.

How to Recognise the Signs of Learning Difficulties

Learning difficulties are generally identified in early school years. However, these difficulties come from an atypical neuronal connection which is present at birth. Depending on the severity, these difficulties present themselves as early as preschool age or in upper school years. The term learning difficulties is often confused with dyslexia because language difficulties affect reading and writing. However, the challenges associated with learning difficulties tend to go beyond simply reading difficulties, which is why learning difficulties is a better term.

Difficulties in reading comprehension
Difficulties in telling time
Difficulty memorizing multiplication tables, division tables, etc.
When the child expresses himself, the words sometimes come more difficult to him. These may be words “on the tip of the tongue” or the frequent use of vague words.
Difficulty learning new words, whether their exact meaning or spelling
Understanding questions with more abstract concepts (often used in mathematics)
Remember the details of a story or instructions given orally by the teacher
Learn the correspondences between sounds and letters
Difficulties with spelling, grammar and syntax (for words and sentences).

How do I support my child with learning difficulties?

The work with a speech-language pathologist begins with an evaluation of the abilities of the child receptive and expressive language (comprehension and expression) as well as reading and writing abilities. It is possible then to put in place an action plan and targeted objectives in collaboration with the school team and the family.

Through consistent intervention the child learns from explicit teaching and goal-oriented language abilities. They also acquire important strategies to aid them in becoming more independent in their schoolwork. At the Centre Mosaïque de Québec, we believe in working in collaboration with the school environment. This often means communicating frequently with the teachers and resources people at the school in order to ensure carryover of techniques and strategies learned in clinic.

Conclusion

Learning Difficulties can take on a variety of forms depending on their severity and the age of the child. These are challenges not only for the child, but also for their family and the school. The speech-language pathologists at the Centre Mosaïque are well trained in the domain of intervention for school-age children and are able to support a student at any point during their schooling.

Make an appointment

The Centre Mosaïque is committed to providing prompt care to meet your needs. Feel free to contact us to find out how our speech therapists can help you.