When we think of communication, we tend to think of speech, but there is a lot more to it than verbal communication. Gesturing, tone of voice and facial expressions are all parts of communication that are not verbal. We may not even always realize how much of communication is non-verbal, because we normally don’t think about it that way. However, it would be nearly impossible to communicate without non-verbal communication.
The areas of the brain that deal with speech and verbal communication are on the left side of the brain. Broca’s area in the left front of the brain deals with producing speech, and Vernike’s area in the left side of the brain deals with understanding speech. In some cases, the left side of the brain is much stronger than the right side, and a person is much stronger with verbal communication than non-verbal communication and activities. This is referred to as a non-verbal learning disability (NLD). The main characteristic of people with NLD is that their verbal IQ tends to be much higher than their performance IQ. The purpose of this paper is to explore the characteristics of NLD, and look at ways to help students with this disability .
Byron P. Rourke, PhD is one of the psychologists who has done the most work regarding NLD. In his book Nonverbal Learning Disabilities: The Syndrome and the Model, he describes seven characteristics shown by children with NLD. They are (1) “Spatial organizations.” (2) “Visual detail.” (3) “Procedural Errors.” (4) “Failure to shift psychological sets.” (5) Graphomotor Skills. (6) “Memory.” And (7) “Judgment and Reasoning.” (Rourke 31-32). The difficulties vary from person to person, but those were the most common.
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...nk that NLD is a type of disability that is not very well understood. Dr. Rourke was one of the first psychologists to truly study it in depth. We still don’t completely understand it, even with the work that has been done. I hope that schools will learn to understand NLD and make the accommodations necessary to help NLD students to be more successful. I know from personal experience that if the proper accommodations are not made, it can make school extremely difficult for NLD students.
Work Cited Byron P. Rourke, PhD Nonverbal Learning Disabilities: The Syndrome and the Model,
Dance is an ever evolving form of art; in much the same way that one can categorize and differentiate between eras and styles of architecture one can also do so with dance. These eras at times have sharp delineations separating them from their antecedents, other times the distinction is far more subtle. Traditional forms of dance were challenged by choreographers attempting to expand the breadth and increase the depth of performance; preeminent among such visionaries was Seattle born dancer and choreographer Mark Morris. Mark Morris' began as one of the millions of hopeful individuals attempting to simply make a career in dance; he not only succeeded but managed to have a lasting effect on the entire landscape of dance.
Turner, Robert. “Steve Paxton’s Interior Techniques: Contact Improvisation and Political Power.” TDR: The Drama Review no. 3 (2010): 123
A learning disability is defined as any one of various conditions that interfere with an individual's ability to learn, resulting in impaired functioning in language, reasoning, or academic skills. The National Center for Learning Disabilities explains it as a neurological disorder that affects the brain’s ability to receive process, store and respond to information. Basically, among people with learning disabilities there is a noticeable gap between their level of expected achievement and their actual achievement. Doctors and professionals agree there is no way to pin-point any specific causes for learning disabilities. The NCLD says some possible causes may include heredity, problems during pregnancy or birth, head injuries or nutritional deprivation after birth, and exposure to toxic substances.
Tom Smith, Edward Polloway, James Patton, and Carol Dowdy state, a 2008 report shows that 8.96% of the school-age population… have disabilities and of that number, 3.89% or almost half, were identified as learning disabled (2012, p. 160). Learning disabilities has always been a tough diagnosis due to accounting for a lot of factors like behavior, no proper teaching, culture and language, health issues, and other disability affecting learning. Not only that but there are different subject areas of learning disability in math, reading, and writing.
Whether we graduate from highschool or college we all hope to find a challenging career that will propel us forward in today's society. For those suffering from dyslexia this only adds to the frustration and fears associated with seeking employment. Many adults with dyslexia or other forms of learning disabilities never disclose their disability in interviews or once employed for fear of being discriminated against. Several investigators have noted, however, that many persons with learning disabilities adjust well to the demands and complexities of adulthood. (Greenbaum et al. 1996). The basic cause of dyslexia is still not known, however, much research is being done to determine the problems underlying dyslexia. In many cases, dyslexia is highly inherited. Studies have shown a number of genes that may set the stage for its development. Characteristics of dyslexia are now more apparent to educators than ever before. Early educational interventions are helping individuals to manage their dyslexia. There have been some studies that attend to accommodating persons with learning disabilities in post-secondary and occupational settings. Only a few articles will be reviewed having been found worthy of this subject. However, before reviewing the articles, in order to gain a greater understanding of the types of learning disabilities people face lets define one of the most significant learning problems: dyslexia. A Type of Learning Disability: What is Dyslexia? The word dyslexia is derived form the Greek "dys" (meaning poor or inadequate) and "lexis" (works or language). Dyslexia is a learning disability characterized by problems in expressive or receptive, oral or written language. Problems may emerge in r...
Federal regulations for implementing the Rehabilitation Act and the Americans with Disabilities Act use the term "specific learning disabilities" disorders in one or more central nervous system processes involved in perceiving, understanding, and using verbal or nonverbal information (Gerber and Reiff 1994). "Specific" indicates that the disability affects only certain learning processes. Although adults with LD consistently describe being labeled as stupid or slow learners (Brown, Druck, and Corcoran in Gerber and Reiff 1994), they usually have average or above average intelligence.
The National Institute of Neurologic Disorders defines learning disorders as a; condition that either prevents or significantly hinders somebody from learning basic skills or information at the same rate as most people of the same age. It is important to note that this does not mean that the individual has less intelligence; it means that their brain or body is wired in a way that hinders or prevents development of a certain tasks. Many people often confuse learning disabilities with mental retardation but while both words describe similar conditions, the term learning disability and learning disorder are used to describe conditions that affect development in certain cognitive areas in otherwise healthy developed individuals. Millions of people are affected in differing severity throughout the world with specific neurologic based learning impairments.
The National Joint Committee on Learning Disabilities (1998) have defined learning disabilities as a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking reading, writing, reasoning, or mathematical skills (IJCP, 2013). Learning is acquisition of new knowledge, skills or attitude. Children during their early years of development learn to understand the spoken language first and then learn to speak. Subsequently during the school years learn to read, write and do arithmetic according to their age and intellectual capacity. But some children may not be able to learn one or more of these skills as per their age and intellectual capacity (Dr.Shah & Dr. Bhat, 2007).
Learning about learning disabilities has been an eye opening experience. I have worked with children who had home life issues that they struggled with at school. But to see and realize that these children cannot change how their brain operates is difficult to watch. My case study is a typical young boy who really doesn’t want to be in school. He would rather be with his dad hunting with guns in the woods. I know now that he probably dislikes school because he struggles with completing the tasks and assignments given to him. Hopefully, this study will provide me with more insight into ways that I could help him and others like him once I become a certified teacher.
Journal of Intellectual & Developmental Disability, by Dillenburger, K., and Keenan M., published in 2009, summarized Nov 19, 2009
Children with expressive language disorders may have challenges socializing with other youngsters and may cause behavioral issues. My child when she or he was young had expressive language disorder, and he or she had some difficulties with social settings but never had a behavioral issue. As he or she grew, she or he improved and now he or she has language impairment (anonymous, personal communication, April 22, 2014). According to the University of Maryland Medical Center (2014) indicates, “Because of their language problems, these children may have difficulty in social settings. At times, language disorders may be part of the cause of severe behavioral problems” (para. 10). In this paper, I will recount about the video clip of Sariah (YouTube, 2009) and other factors concerning expressive speech disorder.
First of all, the difference is in the facility or convenience. Travelling on public transport could be a waste of time due to waiting for the bus especially in the rush hours’ time. It is quite hard to wait for a bus and whenever there is an urgent work and you have to reach somewhere in a hurry, you might get late due to waiting for a long period. In contrast to traveling on public transportation, driving your own car is more convenient and reliable. People can start their car and can go to anywhere that want without any wait or suffering from different kinds of problems. Going to an event or meeting can be helpful in your own car as compare to public transport as it can affect your personality.
The report highlights in detail the role and the importance of Supply Chain Management (SCM) in an organization with respect to Radio Frequency Identification (RFID) and its growing impact in the industry and talks about the changing SCM trends keeping RFID as the focal point.
If you use public transport you spend on your journey as and when you need to travel, whereas if you own a car you are paying for it all the time, even if you are not using it, as insurance, tax and MOTs need constantly maintaining.
First of the difference between public transportation and private car is convenience in travel. There are many type of transportations that people can choose to travelling such as bus and van. People can save time to go work in morning and to back when they finished working. Even though, people have to go to work in a crowded bus, people can avoid and also less traffic jams from using their own car on the road. If they go to work or somewhere by private car, they will get serious when they get stick in their car for a long time. People do not have to find parking when they go out to work or shopping. Moreover, public transportation saves environment because it helps people decrease air pollution from using private car.