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## Learning Strategies for Kids With Learning Disabilities

Research in the field of learning disabilities or education has resulted in a consensus on the two categories of disabilities widely known today: information processing disorders (input processing, integration, storage and output) and impaired functional disorders (dyslexia, dysgraphia, math disorder or dyscalculia, non-verbal learning disability, and speech and listening disorders).

Regardless of the difficulties your child encounters in each learning or lesson, as a parent, you can intervene to help him overcome if not all, at least some of his problems. Here are some learning strategies that can help you successfully apply healthy learning techniques:

· Start by making a list of the advantages and disadvantages the child has because of the learning disability. That is to say, identify the weak points of his learning process in order to counter them or rather to cancel them by exploiting the strong points of learning. For example, if the child has difficulty remembering or retaining certain information that has just been presented to him, find out exactly what type of sensory memory suits him best (visual, auditory, tactile, etc. ) and increase its memory chances by presenting the information in a more memory-friendly manner.

· Another popular teaching strategy for children with learning disabilities, which can easily be used at home by parents for the same purpose and with the same results, is using the associative technique. In fact, this technique is widely applied naturally by our brain to store information, and it basically means that some information that we already know joins together with other new pieces of information, thus forming stronger bonds in terms of memory. With this in mind, parents can help their children associate previously learned facts with new ones, aiding their process of comprehension and recall, by using similes, presenting parallel but similar circumstances, or visually recreating a situation.

Overall, the holistic learning strategy recommends that the teacher or parent-teacher focus on and constantly adapt to the child’s pace of learning, especially because it can fluctuate more than in children without learning disabilities. On the one hand, reducing the course material is essential, but also working to make it more understandable for the child with a restructuring of sentences and content, using many illuminating examples, and providing plans for chapters and clear lessons. However, the attitude of the teacher or parent is very important. It should provide support in a way that the student or child gains the confidence to ask questions, explore the course material, and even go beyond.

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