ERIC Number: ED461238
Record Type: Non-Journal
Publication Date: 2001-Dec-1
Reference Count: N/A
Nonverbal Learning Disability: How To Recognize It and Minimize Its Effects. ERIC Digest.
Foss, Jean M.
This digest provides an overview of nonverbal learning disabilities (NLD) along with principles for designing and implementing instructional interventions to address its effects. It begins by explaining characteristics of students with NLD, including their tendency to focus on details rather than on the larger picture, the difficulties they may have with mathematical concepts, and the trouble they may have copying spatial designs and drawing these from memory. Strategies for modifying the environment are provided. The need for direct instruction for students with NLD is emphasized and the following recommendations are made for teaching students with NLD: (1) be clear and direct in addressing the difficulty; (2) gain a commitment from the learner to collaborate to improve the weakness; (3) begin the work with what is most familiar and simple; (4) rely heavily on the student's verbal and analytic strengths; (5) model verbal mediation of nonverbal information; (6) provide specific sequenced verbal instructions; (7) provide instruction to associate and integrate verbal labels and description directly with concrete objects, actions, and experiences; (8) encourage the student to use multisensory integration; (9) teach in a sequential fashion; and (10) identify opportunities to generalize newly learned skills to other situations. (CR)
Descriptors: Academic Accommodations (Disabilities), Elementary Secondary Education, Interpersonal Competence, Learning Disabilities, Mathematics, Mathematics Instruction, Multisensory Learning, Spatial Ability, Student Characteristics, Symptoms (Individual Disorders), Teaching Methods, Verbal Ability
ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5709. Tel: 800-328-0272 (Toll Free); Fax: 703-620-2521; e-mail: email@example.com; Web site: http://www.ericec.org.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA.