When a child is identified as having a learning disability, we know two things: he or she has at least average intelligence, and possibly above average; and he or she learns in a different way. This means that the child is what we call an “exceptional student,” and that the exceptionality is in the area of communications. This area covers the ability to process information. As simple as all this may sound, unlocking the mystery of how an individual child with a learning disability learns is a tremendous challenge. Think of the circuitry of a computer. As complex as it may be, all the bits and pieces are labeled and, if there is a malfunction, a trained technician can find the problem and fix it. The human brain, on the other hand, is infinitely more complex than a computer. Even the best neurosurgeons cannot repair the malfunctions in a person’s ability to process information.

Processing information appears to require skills in four basic areas:

• the reception of information;
• the integration or organization of that information;
• the ability to retrieve information from its storage in the brain; and
• the communication of retrieved information to others.

Difficulties in any of these areas can seriously affect a child’s ability to learn in a normal way, and these same difficulties may prevent the child from developing social competence or the ability to interact effectively with his or her peers or with adults. Each area of difficulty is composed of many skills, and many of the areas overlap with others or are dependent on others. Discovering the specifics of an individual child’s difficulties is a very complicated task. In addition, each child’s set of characteristics is unique. He or she may have difficulties in only one or two of the areas, or there may be difficulties in most of the areas. The severity of these difficulties ranges from mild, to moderate, to severe, thus adding a further set of complications.

Using formal and informal assessments, interviews, and observations, we attempt to piece together the puzzle. The most common characteristics, or “classic symptoms” are found in the following list of abilities:

• auditory perceptual skills: understanding what we hear;
• visual perceptual skills: understanding what we see;
• processing speed: the time it takes to process information;
• organization: keeping information in order in the right place;
• memory: short-term and long-term storage and retrieval of information;
• fine motor skills: legible and effective written communication including copying     what is seen;
• gross motor skills: control of body parts in walking, working and playing;
• attention: focusing on one thing for the required length of time;
• abstractions: interpreting symbolism; and
• social competence: effective interactions with others.