Learning Styles of Children with Communication Disorders

By: Dr. Ann Helmus

Children with language processing issues often have unique learning styles and may require some accommodation or extra support in the classroom. Many children who struggle with verbal communication are quite adept when they are presented with visual information or hands-on learning experiences. These children are often called “visual learners”. Another sub-group of children with communication disorders presents with a learning style characterized by strong ability to “take in” information but difficulty conveying their knowledge verbally or in writing; they are sometimes referred to as having “output problems”.

Children with atypical patterns of language development have an increased risk for the development of reading disabilities and often struggle with other language-based academic tasks, which can include learning the language of math. These children may at some point be diagnosed with a “language-based learning disability”.

Early identification of a child’s learning style can be extremely helpful in educational planning so that necessary supports can be put in place as early as possible, which yields the best long-term results for the child. For example, a child who shows early signs of a reading disability will benefit greatly from specialized reading instruction at the first indication that traditional reading instruction is yielding limited benefit. Not only will the child learn to read more easily when specialized instruction is started earlier but there will be significant emotional benefits and a more positive attitude about reading than if a child encounters a year or more of frustration with reading instruction that is not well matched to his learning style.

One way to gather information about a child’s learning style is through the process of neuropsychological assessment. A neuropsychologist is a clinical psychologist with specialized training in understanding the neurological under-pinning of cognitive development. The neuropsychologist relies on three major sources of information to formulate an understanding of the child’s learning style: history (birth, medical, developmental, educational), observations (parental, teacher, clinical), and standardized testing results. It is important to understand that test scores don’t tell the whole story.

Two children could have the same scores on tests for entirely different reasons. For instance, when given a vocabulary test, the child who knows what the word “parallel” means but can’t explain it and the child who doesn’t understand the concept of parallel will both receive zero points on that test item but, clearly, have different learning needs.

The neuropsychological evaluation typically involves four sessions, ranging from 1-3 hours per session. Initially, the doctor meets with the parents to gather information about parental concerns and observations of the child and to review questionnaires that have been completed prior by the child’s parent and teacher. The child then meets with the neuropsychologist for 4-6 hours of testing spread over two to three sessions. Finally, parents meet with the neuropsychologist for a feedback regarding diagnostic impressions, future risks (what to be “on the watch for”), and recommendations for home and school.