| Children with learning disability can be a little | | | | what those lines mean. Another category of such |
| difficult to manage because of their specific needs | | | | children consists of those who have difficulty |
| and wants. They live in the world of their own | | | | reading words, but once they are helped with it, |
| and neither do they subscribe to the ways of our | | | | they can understand the meaning very well. |
| world, nor are they much interested in it. | | | | However, a majority of them have problems with |
| They simply dont understand the world other | | | | organizational skills, which translated into their |
| than the one they build inside themselves. It is the | | | | losing their pencils, pens, notebooks, coats, etc. |
| loss of communication thread, the loss of | | | | very often. Their rooms would be like a battlefield |
| connection that makes the child build a world | | | | and so would be their cupboards. They simply |
| within himself or herself. It is normally because the | | | | have no idea how to organize things, and how to |
| child feels isolated and lonely. Let that not happen. | | | | stack them up neatly. |
| The children with learning disability would often find | | | | In case of such children what one needs to do is |
| it difficult to develop minor motor skills like using | | | | try to understand them, and be very patient. |
| scissors and painting or even handling a paint | | | | They react easily, and thats natural. But if you |
| brush properly. And they can be very sensitive to | | | | react to that reaction, it can make things much |
| many things. They would hardly understand jokes, | | | | too difficult for the child. It is also important that if |
| as it is difficult for them to understand different | | | | your child is showing any of the learning disability |
| meanings ascribed to different words. | | | | symptoms mentioned above, you go for an |
| Many of them would fail to recall as to what | | | | evaluation. As, the earlier it is detected, the better |
| sound each letter or a word, which is a | | | | it is. Remember, so long as you do not completely |
| combination of letters, made. Then, there are | | | | cut them off from your world, there is every |
| others who can read aloud very well. They | | | | chance that they would overcome their disability |
| recognize the sound each word has to make and | | | | to a very large extent, sooner or later. |
| can make them, but they have no clue as to | | | | |