STUDENTS WITH A NON-VERBAL LEARNING DISORDERS

Students With A Non-Verbal Learning Disorders



Students With A Non-Verbal Learning Disorders

Individual changes the physical, psychological and perception from birth to death. Sigelman (1999) describes the development process, integrated, robust, and multidirectional. Sigelman explains that this process involves individual adaptation to their cultural and social environment. Investigation process adaptation related cognitive processing ability of the individual. The value of academic performance of individuals and their adaptation through life is best explained by identifying, examining and contrasting nonverbal learning paradigm, especially Visual spatial organization, through the Sensorimotor and Preoperational stage of Piaget's theory of cognitive development. Effects of interventions will be phased in concrete and operational Piaget's theory of cognitive development (Bybee 1982).

Nonverbal learning disability broadly defined is identified with the brain malfunctions which are associations in difficulty (Bryant 2003). For example, common failures of the brain are combinations of the right and left hemisphere of malfunctions, white matter deficiency (irregularity in protective layer (white matter) around never ships and prefrontal syndrome (lower than the average of the front part of the brain) (Blachman 1994). plainly, bundles of fibers than connecting different parts of the brain does not normally have in some places, and it undermines relationships between parts of the brain causes the shortcomings in the neuroanatomical development are summarized in two areas; genetic and environmental factors, genetic analysis of genetic structures are usually defined, e.g. chromosomal DNA components and attitudes towards family and inheritance. Raskind (2000), collaborated research Forster (1993), Rabin (1993), Grigorenko (2001) to identify the relationship between chromosomes, that the effect of non-verbal processing disorders, e.g. 6p21.3 (DYX2) which is displayed by a Visual identification and coding, spell checker and 1 p 34-36, 2 p 15-16 (DYX3) and 6p21.3 displays the phonological decoding, phonological awareness. Shalev, Manor, Kerem, Ayali, Badichi, Friedlander has said and Gros TZUR (2001) examined the 140 fifth grade, children with disabilities, and find the value for at least one family member was diagnosed disorders. Evidence for this exists, but is still at an early stage of the investigation. (Baker 2003)

Comparative studies have shown that environmental factors to participate in the development of the disorder. Wadsworth, Olson, Pennington and DeFries (2000) conducted a study that shows common twins environment effect of reading and writing abilities. Other factors relating to the interaction between environment and external factors such as lack of oxygen and food for the birth, endocrine factors or chemical intoxicating relating to non-verbal learning disorders. This support is still uncertainty on the reasons for the proposed development of non-verbal learning disabilities. For example, it is assumed that the premature birth of smoking are non-verbal learning, but it was unclear whether the relationship between premature birth and nonverbal learning disabilities or smoking and non-verbal learning, Raskind, (2001). For development disorders such as multiple sclerosis, brain injury and Toxicant-Induced encephalopathy, Affolter and Bischofberger (2000) there was no clear evidence.

Non-verbal processing diseases may be determined by a number of interrelated neuroanatomical dysfunction; The angular gyrus, Broca's area, head of Caudate nucleus, Heschl ...