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ISSUES AND PURPOSE. To introduce nurses to the
characteristics of nonverbal learning disorders
(NLD) and their psychosocial trajectory in
children. Despite the prevalence of learning
disorders in children, few nursing professionals
are familiar with NLD and their manifestations.
CONCLUSIONS. The child with NLD faces unique
challenges in the social, academic, visual-spatial,
motoric, and emotional spheres.
PRACTICE IMPLICATIONS. Nurses can play a vital
role in the identification, education, and
provision of resources for these children.
Key words: Learning disability, nonverbal
learning disorders, social adaptation
Learning disorders are common among elementary school children. As many as 10% of school-aged children have problems with educational achievement or behavior in school (Brumback, 1995). As many as 15% to 30% of children may suffer school failures because of learning disorders that result from subtle problems with neurological development or mild brain dysfunctions (Levine, 1995).
Despite the prevalence of learning disorders in children, few nursing professionals are familiar with nonverbal learning disorders (NLD) and their manifestations. This may be because 80% of all children with learning disabilities have verbal learning disabilities that affect their ability to read, speak, or listen (Johnson, 1995) but not their nonverbal learning. Or it may be that nurses see learning as the domain of educational specialists and psychologists. Yet, health consequences abound for children with learning disorders, particularly the child with NLD. Nonetheless, a search of the nursing literature over the last 5 years produced no articles on NLD. The purpose of this paper is to introduce nurses to the characteristics of NLD and their psychosocial trajectory in children. The implications for nurses working with children with nonverbal learning disabilities will also be discussed.
Verbal Learning Disorders Versus Nonverbal
Learning Disorders
Learning disabilities "are circumscribed deficiencies in a cognitive area in an otherwise intellectually normal child or adolescent" (Johnson, 1995, p. 2). Learning disabilities generally can be divided into three types: verbal learning disabilities; nonverbal learning disabilities; and learning disabilities that affect executive functions, such as attention-deficit hyperactivity disorder (ADHD). Children with nonverbal learning disabilities have difficulties with nonverbal communication. Since approximately 65% of meaning is communicated by nonverbal cues, such as tone of voice, facial expression, posture and body language, there is a significant deficit for the child who cannot decipher or interpret...