Dyslexia is not an abnormality; it is not a disease or a condition that should be “cured.” Dyslexia is a normal variation in human development and is not related to intelligence. Dyslexia is the most common of learning disabilities, and current research suggests 1 in 5 people are dyslexic. While it is true that dyslexia can make it difficult to learn, it can also allow other skills, gifts, and talents critical to our society to shine. People with dyslexia can be highly intuitive, creative, visual, imaginative, and curious. Dyslexia may also mean difficulty with any or a combination of the following:

• Grasping and remembering what one hears (receptive language)

• Using words to say what one wants to say (expressive language)

• Difficulty with abstract words and ideas

• Difficulty with memory and recall

• Poor memory for basic arithmetic facts

• Poor handwriting, often from lack of proper instruction

Brain research has shown that individuals with dyslexia process information differently, often using various areas of the brain. This means they may learn more slowly or require more effort to complete academic tasks — but their ability is not diminished.

Signs may include:
 Late talking, difficulty following directions, struggling with phonics, slow or inaccurate reading, difficulty with spelling, or inconsistent school performance.

Learn more from the International Dyslexia Association

Just like dyslexia, dyscalculia, difficulty understanding math, does not have any relation to intellectual ability.

The American Psychiatric Association defines dyscalculia as: “A specific learning disorder that is characterized by impairments in learning basic arithmetic facts, processing numerical magnitude, and performing accurate and fluent calculations. These difficulties must be quantifiably below what is expected for an individual’s chronological age, and must not be caused by poor educational or daily activities or by intellectual impairments.”

Dyscalculia is under-studied in comparison with dyslexia; however, it is estimated that dyscalculia is likely to occur in 3% – 6% of the population, and is as likely to occur in boys as it is in girls.

Signs may include:

• Difficulty counting accurately

• Difficulty counting backwards

• May misread numbers

• Poor number sense

• Difficulty understanding place value

• Difficulty memorizing and retrieving math facts

• Struggles with time, calendars, and money

• Difficulty copying math problems and organizing written work

• Weak mental math skills

• Many calculation errors

• Difficulty retaining math vocabulary and concepts

• Can have high levels of math anxiety
  

Learn more at:

• Dyscalculia.org

• Cleveland Clinic

Dysgraphia is a learning disorder that impairs a student’s ability to write. Some signs may include motor challenges, such as difficulty holding pencils and forming letters correctly. Writing for students with dysgraphia may be very tiring and may even be painful.

Students with dysgraphia may have a difficult time with spelling, grammar, punctuation, and overall written expression.

Signs of dysgraphia may include:

• Unsure of handedness

• Poor or slow handwriting

• Messy and unorganized papers

• Difficulty copying

• Poor fine motor skills

• Difficulty remembering the kinesthetic movements to form letters correctly

Learn More at:

• The Child Mind Institute

• Understood: What Is Dysgraphia

ADHD is a neurodevelopmental disorder that affects a person's ability to focus, control impulses, and regulate activity levels. It is not a learning disability, but it can significantly impact a child’s ability to succeed in academic environments, especially those that rely heavily on sustained attention and organization.

Common characteristics include:

• Inattention

• Variable attention

• Distractibility

• Impulsivity

• Hyperactivity

Signs may include: Frequent daydreaming, trouble following instructions, fidgeting, blurting out answers, or difficulty staying organized.

Learn more at Cleveland Clinic

Executive function and self-regulation skills act like an air traffic control system in the brain, helping us manage information, make decisions, and plan ahead. We need these skills at every stage of life, and while no one is born with them, we are all born with the ability to develop these and other key skills.

Common characteristics may include:

• Loses papers

• Poor sense of time

• Forgets homework

• Messy desk

• Overwhelmed by too much input

• Works slowly

Closely related to ADHD, those with EFD may struggle with:

• Planning and organization

• Time management

• Emotional regulation

• Initiation and persistence

• Working Memory

• Cognitive flexibility

Signs may include: Disorganization, forgetfulness, or appearing easily overwhelmed by multi-step tasks.

Learn more at Harvard University's Center of the Developing Child

Dyspraxia is a motor planning and coordination difference that affects a child’s ability to execute purposeful movements. It can impact gross motor skills (such as balance and coordination), fine motor skills (such as writing or using utensils), and oral motor control (speech clarity).

Common characteristics include:

• Difficulty planning and coordinating body movements

• Difficulty coordinating facial muscles to produce sounds

Signs may include: Clumsiness, challenges with handwriting or tying shoes, difficulty with speech articulation, or fatigue during physical tasks.

Learn more at the Dyspraxia Foundation