WARNING:
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This list only aims at guiding parents in their attempt to understand their child's difficulties. A professional assessment is necessary for diagnosis. |
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| Typically, they show: |
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1. good reading ability |
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2. very poor arithmetic ability |
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3. excellent memory for things they hear |
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4. poor memory for things they see |
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5. great verbal expression and verbal reasoning |
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6. problems with written expression (often because of poor handwriting) |
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7. problems with sense of direction, estimation of size, shape, distance |
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8. problems reading facial expressions, gestures, social clues, tones of voice |
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| Chief Characteristics: |
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1. tactile-perceptual deficits, usually on the left side of the body |
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2. coordination difficulties, again often more marked on the left side of the body |
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3. problems with visual-spatial organization |
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4. reliance on rote behaviours (which may or may not be appropriate) in new situations |
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5. trouble understanding nonverbal feedback in social situations |
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6. problems with social perception, social judgement and social interaction |
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7. distorted sence of time |
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8. very strong rote verbal abilities (e.g. large vocabulary) |
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9. reliance on language as the primary means for social relating, information-gathering and relief from anxiety |
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10. difficulties with arithmetic and, later, with scientific concepts and theories |
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11. inattention and hyperactivity earlier in childhood; and social withdrawal and isolation later1. labeled lazy, dumb, careless, immature, or "not trying hard enough" |
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| Asperger Syndrome: |
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The Asperger Syndrome, a type of Non-Verbal Learning Disability, will present greater difficulty in social interraction, restrictive, repetitive, and stereotypical patterns of behaviour, coupled with an all-absorbing, narrow , and unusual area of interest (green marbles collection, for example). It is important to realize that indivisuals with Asperger Syndrome may also present dyslexic patterns. |
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