# Dyscalculia

Students with dyscalculia have difficulties with mathematics. Often they don’t understand the basic concepts of numerals, quantities or comparisons.  They also may have problems relating the numerals to the words describing them, for example, the numeral 10 and the word ten.  This hinders their ability to perform calculations, especially those calculations with multiple steps or in word problems.

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/dyscalculia/understanding-dyscalculia

# Catch up, keep up, move ahead!

Perhaps your child wasn't in class when a key concept was introduced by the teacher, or maybe your child was distracted or simply didn't understand fully what was being taught. Homework or exercises in class on the subject may have confused the issue further and then, as the key concept was built upon in the next lessons, the child may have become uncomfortably bewildered and felt too sheepish to ask for yet another explanation of the original key concept. As the rest of the class advanced in the subject, the child may have fallen even further behind his classmates. Lear Educational Center is here to help students catch up, keep up and move ahead.

# Proper nutrition promotes learning!

Proper nutrition promotes learning!  Not only does proper nutrition improve the student’s mood, it also promotes alertness, maintaining attention, participating in class, learning and recalling effectively.  In addition, it reduces absenteeism.

# Executive Function Disorder

Students with Executive Function Disorder have difficulty with planning, organizing, setting priorities, focusing on the task at hand, completing work, managing time and self-monitoring. These are skills and behaviors necessary for effective studying as well as for meeting goals in general.

# Visual Processing Issues

The student  with  Visual Processing Issues  has problems processing  signals  that  come  in through  the  eyes. There may be difficulty with visual discrimination (between images or between image and background), sequencing (leading to skipping lines of text or reversing numbers) and visual-motor processing (leading to over-reaching for objects, knocking things over unintentionally).

Long and  short  term visual  memory  may be  impaired  and  the  student may  not  recall what  was  seen or  read.

# Autism Spectrum Disorder

Autism Spectrum Disorder is characterized by difficulties with speech and nonverbal communication, by unusual and repetitive behaviors, by difficulty with changes in environment and routines, social challenges and often by unique strengths.

There are three main types of Autism Spectrum Disorder:

Autistic Disorder with significant language difficulty; social and communication challenges; repetitive behaviors such as hand flapping, rocking and spinning; obsession with unusual objects and often an intellectual disability.

Asperger Syndrome with milder symptoms of Autistic Disorder. They might have social challenges and unusual behaviors and interests, yet they have normal language and intellectual ability.

Pervasive Developmental Disorder– Not Otherwise Specified (PDD-NOS) with milder and fewer symptoms than with autistic disorder yet which might cause social and communication challenges.

### Eric Lear

Students diagnosed with ADD/ADHD have difficulty maintaining  their  focus on  goals because they  become distracted or bored easily.  They tend to  fidget and squirm when seated, preferring  to  move about.  They often appear inattentive  when spoken to due to distractions.  They have difficulty remembering and following instructions.

### Eric Lear

Students diagnosed with Dyslexia usually have normal intelligence and normal vision yet they have difficulty processing language. Because they cannot readily identify speech sounds or determine how these sounds relate to letters and words (decoding), their ability to understand what they hear and to learn to read is hindered. Dyslexic students have problems forming words correctly, reversing the sounds or confusing words that are different but sound alike, making it difficult for them to express themselves.

# What Is Dysgraphia?

The student diagnosed with dysgraphia has difficulty with the fine motor skill of handwriting.  Forming letters can be so slow and difficult that the student often forgets what he or she intended to write before the word or the sentence is finished.  Such things as spelling and note-taking in class are affected and the student’s handwriting is often difficult to read.  Even though the student may know the answers to homework or test questions, the student may not be able to write the answers legibly or quickly enough to complete a test.