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п»ї<title>Nonverbal learning disability: geniuses with limitations</title>
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Nonverbal learning disability is not well known. It occurs in people who have a high IQ in the verbal area and express themselves with incredible fluency and ingenuity; however, they have serious problems in the visuospatial area. They also present problems in their coordination, they are disorderly, clumsy, they do not grasp ironies or double meanings and changes are very difficult for them.
It is very possible that this type of learning disorder may surprise more than one person. It must be said that although it was expected to appear in this fifth edition of the DSM-V (Diagnostic and Statistical Manual of Mental Disorders), it has not yet done so. Its diagnostic complexity is great and the characteristics that could constitute diagnostic criteria are very broad.
Nonverbal learning disorder is characterized by showing high verbal skills combined with serious visuospatial, motor and social difficulties.
Before we go any further, let us remember one idea. Learning disabilities are as broad as they are particular to each child. Sometimes, many students complete their educational training with great difficulties, but without ever receiving a precise and accurate diagnosis of what their limitation is, what it is that hinders their access to the mastery of certain basic skills.
In the case of nonverbal learning disabilities, we can point out one fact: we have children who develop language early, who learn to read and write normally. They are very good students in oral and written expression and generally score high in any verbal area of any intelligence test. And yet, something is wrong with them.
They are disordered, clumsy, easily lost, very dependent on their parents and in addition, on a social level they may show characteristics shared with Asperger’s syndrome. However, their disorder does not fall into the group of autism spectrum disorders, so what is really behind this type of profile?
Having a nonverbal learning disability and not knowing itElena has always been a bright girl, very good at languages; moreover, as she liked them, she decided to study English philology. However, at the university, many of her classmates already know her as the “weird one”. She recently got her driver’s license, but her family prefers her not to use it after she crashed her car in the garage at home. She often gets lost, wanders around the library and classrooms aimlessly, often gets lost and does not like to meet new people.
What is most striking about Elena are her presentations in class, her oratory and great debating skills. However, when she has conversations with her classmates, there are certain things that might seem strange to us. She says things that are out of place, she doesn’t pick up on subtleties or jokes, and she often finds it difficult to establish a rapport with others.
Elena has always been aware that something was wrong with her. Her level of clumsiness, her continuous disorientation, her problems with mathematics or her difficulty in making friends have always characterized her, something that no one could put a name to, something that no one helped her with. She doesn’t know it yet, but all this set of characteristics fit into what is known as a non-verbal learning disability.
Characteristics of non-verbal learning disabilities
Difficulties in mathematical skills, especially in logic problems.
Failure to pick up social cues such as nonverbal language.
Serious difficulties in sorting or classifying.
Motor coordination problems.
Limitations in visuospatial intelligence.
Poor social skills.
They express themselves very well but do not know how to maintain a conversation.
They do not like changes or new situations.
Problems in abstract thinking.
In the ICD-10 (International Classification of Diseases) all these characteristics appear under an overly broad label: developmental coordination disorder. However, it is important to know that this disability goes far beyond the motor plane, beyond the simple visual-motor coordination of the child. Nonverbal learning disability actually shares certain aspects with autism spectrum disorder and therefore it is important that it appears clearly in the diagnostic manuals.
Under these characteristics it would actually encompass a maturational problem of the right hemisphere, and as such we could speak of degrees of impairment. For this reason, child and developmental psychologists recommend that in case of perceiving an excessive motor clumsiness accompanied by problems of sociability, an evaluation should be carried out that includes the following tests:
A medical examination.
Examination of motor skills: cutting with scissors, riding a bicycle….
Visuospatial intelligence tests.
Analysis of the child’s social skills and abstract thinking.
Intelligence test.
On the other hand, something that is almost always evident is that in 80% of the cases they are really bright people, children who learned to speak very early, who learn quickly and yet feel imprisoned by a clumsy body and a mind that does not allow them to make as many friends as they would like.
In these cases, the intervention strategy would focus mainly on working on their social skills, introducing them to therapies to improve their motor coordination and ensuring that the guidance and therapeutic pedagogy departments of the schools attend to the educational needs of these children in a comprehensive manner. A challenge that should undoubtedly begin with something as simple as recognizing the existence of this type of disability.
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