NON-VERBAL COMMUNICATION

Identifying and Improving Non-Verbal Communication with People with Profound and Complex Learning Disabilities



Identifying and Improving Non-Verbal Communication with People with Profound and Complex Learning Disabilities

Introduction

Learning disabilities (LD) refer to patterns of cognitive strengths and weaknesses in individuals that may create a risk for difficulties in learning specific skills. For demonstration, an individual with feeble verbal proficiency may not be effective at recalling phrases, producing in a reading difficulty, even though the identical one-by-one may have powerful visual-spatial abilities, which outcome in good presentation in numbers or science. Conversely, an one-by-one with high verbal proficiency may be excels reading, annals, and so on, but if the identical one-by-one is feeble in visual-spatial ability, he or she may have difficulties with math or map reading. Although LD was originally related to academic learning, it has now also been associated with nonschool learning (e.g., driving, sports) and social learning problems (Nind, 2006, pp: 156).

Learning disabilities affect some combination of getting information into the brain, making sense of the information, and retaining and retrieving the information. Thus, acquisition and organization of information can be affected as well as how the information is comprehended and remembered. Learning disabilities may be primarily verbal or they may be nonverbal. One or more of the processes related to perceiving, thinking, remembering, or learning is affected (Nind, 2006, pp: 189).

Discussion and Analysis

There are two primary reasons LD has become increasingly important to the field of counseling psychology. One concerns to the lesser consequences of having an LD, for example the emotional annoyance of a progeny who can't hold up in school, and the other concerns to the prime late consequences of LD, for example an adolescent experiencing adversity in school or an mature individual with a dialect difficulty experiencing communication difficulties with a spouse. Children with LD often experience frustration due to school learning problems, which may create low self-esteem, emotional difficulty, and behavior problems, which in turn may create family and parenting difficulties. It is important for counseling psychologists to understand LD in order to be able to assist parents, the child, and the family in dealing with the consequences of LD in family interactions. Another cause therapy psychologists require to have information of LD is that numerous occupational, communal, emotional, or marital difficulties are associated to the difficulties in dwelling skilled by the adolescent or mature individual with an LD. For example, a husband, who may have had a language-based LD in school, may have received reading assistance and no longer has a reading disability, but may still lack efficiency in the use of language. The wife may perceive that this husband ignores her because he does not communicate with her (Ware, 1996, pp: 114).

In general, reading disabilities are divided into two levels: word-level disorders and text-level disorders. Word-level disorders are further divided into decoding disorders and fluency disorders. Text-level reading disabilities are related to reading comprehension difficulties. Furthermore, it has been demonstrated that reading disabilities are persistent and different from developmental lag of reading skills ...