Non-Verbal Language Disabilities
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“Students with non-verbal learning disabilities present a perplexing challenge in the classroom, and the understanding the symptoms are an important first step. Once the disorder is recognized, targeted interventions can improve the outlook for students and educators” (Vacca, 1).
As with most learning disabilities and neurological disorders, non-verbal disabilities cover a broad continuum from mild to severe, with no two students showing identical behaviors. “A list of the most important social skills encompasses many that are necessary for academic and social success in school. They include listening to others, taking turns in conversations, greeting others, joining in ongoing activities, giving compliments, expressing anger in socially acceptable ways, offering help to others, following rules, being adequately organized and focused, and doing high-quality work. Knowing what these skills are is important; assessing the extent to which individual students have mastered them is critical in dealing effectively with antisocial behavior” (Kauffman, 211). “In its most severe form, the functional presentation of the disorder of being non-verbal is virtually in distinguished from Aspergers syndrome and high-functioning autism. It is the student who is milder from who may be perplexing to school personal. Lacking an understanding of the disorder, they may see a student who is extremely capable in some ways and extremely difficult in others” (Vacca, 1). Some teachers may feel that the student is purposefully controlling, stubborn, or emotionally disturbed. Behaviors may