Available online at www.weeklyscience.org

Journal DOI: 10.9780/2321-7871

ISSN: 2321-7871st Volume-1, Issue-2, 1 August-2013

Abstract: A particular delay or deviation in motor and perceptual development and language at preschool ages, eventuates to educational learning disabilities as the child enters to primary school, so developmental skills are the base of educational learning. For example, it is necessary to have mastery in many of motor skills, motor planning, the harmony of fingers fine movements and the harmony between hand and eye for learning how to write. (Lerner 2005).The learning of motor skills is one of the various learning that begins at birth and has a special importance in one's lifetime, and it is propounded in mental-motor stage with considering the changes caused by movement in learner's behavior.(Sage 2007)

Keyword: Nonverbal Learning Disabilities ,educational learning,sensory-motor .

INTRODUCTIONAyres(1989) admits that sensory-motor steps of child's development affect on his educational skills.Child motor

development is definitely effective on his mental development and child's learning amount depends on his motor activities level. It is determined that Perceptual- motor exercises performance causes self sense and physical imagination in the child. As the child achieves more developments, the range of his attempt increases in order to do new activities. And so his recognition level and mental- Perceptual ability will increase.( Werner-Riny 1997).Bundy, Shia and Miller's research about the relation between sensory processing dysfunction and play emphasizes this case.

the child with non-verbal learning disability caused by disordering of nervous system in the right cerebral hemisphere , faces with Clumsiness, visual- spatial skill and data organization deficiency, and consequently, concentration deficiency and learning and behaving problems. (Rourek 1989)

Although the child is capable in verbal basis but he faces a problem with complex motor activities and motor patterns that need harmony.The physical and balance situation controlling is poor, muscular contraction is few and fine motor abilities is less than average.(Bonifucci 2004).The children with non-verbal learning disability are liable to Clumsiness and have prominent problems with achieving the gross motor skills like getting dressed, skipping, jumping rope and biking that are necessary for their self-help skills and age-fitted duties.( Molenaar2002).It is very important to care about the quality of child's motor skill learning from birth (reflexes) and in his lifetime with considering clumsiness in children with non-verbal learning disability. Such that Humphry (2002)believes in necessity of motor skills because of adjusted responses generating to environmental needs and in order to better control on everyone's life.

The child with motor skill disability- by comparison with his peer group- which this deficiency necessarily interferes with his educational succeeds and routine activities, has Clumsiness.(Forrest 2007)Clumsiness has been diagnosed by Orton in children since 1930. But in the nineties , Clumsiness has been identified as a learning disability. ( Hulm & Lord 1986)Bax(1989) and Whitemore believe in the relationship between Clumsiness to behavior problems and learning disabilities.It is confirmed that Clumsiness prevents the child to access his educational potential and sociemotional developments. (Hands2008) According a linear research which lasted 5 years, Hands expresses that the motor efficiency of two groups with weak and strong motor abilities which are assessed every year, remains in the same level and motor differences still make sense.It means that aging and lapse hasn't had any effects on removing the children's Clumsiness. As the result of these factors, secondary symptoms of Clumsiness that consist of personal and inter-personal problems like poor confidence, dissociability and the lack of self-esteem ,will appear. (Laszlo & Sainsbury 1993)

These secondary symptoms and behavior consequences can be unchanged in maturity. In a linear research that is performed by Loose, Henderson , Elliman , Hull , Knight and Jongmans on the children with Clumsiness at their 6-16 years old, the secondary symptoms remained unchanged. Whereas, Mackinly (1988)believes in the relationship between Clumsiness and psychological disorders in some adults, too. (Laszlo & Sainsbury 1993) . With due attention to heterogeneous groups of children with fine motor problems mostly called Clumsiness, no different curative approaches are produced.

1Sima safavi ,Maghsood Faghirpour , Sirouse Salehi ,Rahmatollah Kharazmi rahimabadi. MNONVERBAL LEARNING DISABILITIES (NLD) IN THEORIES AND RESEARCH FINDINGS. Science Weekly 1.2(2013):Online & Print

NONVERBAL LEARNING DISABILITIES (NLD) IN THEORIES AND RESEARCH FINDINGS

Sima safavi ,Maghsood Faghirpour , Sirouse Salehi ,Rahmatollah Kharazmi rahimabadi

M.Sc.Student,Science and Research Branch of Islamic Azad University of Guilan, SRBIAU, Rasht, Iran2,3 Faculty in Science and Research Branch of Islamic Azad

University of Guilan, SRBIAU, Rasht, Iran PhD Student in Department of studies in Education, University of Mysore, Mysore India

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ISSN: 2321-7871

Platajco and colleagues (2004), present Process and Performance-based Approaches in order to cure motor disorders; which in sensory-motor methods are a combination of Process and Performance-based Approaches.

In this method ,the dynamism of motor-sensory connections between nervous system, body and environment ,by the mean of activity, is considered; that makes implicit practicable knowledge and skill and finally the relation between sensory and motor experiences form (Oregan & Neo 2001-Neo 2004). Motor and sensory skills are actually types of skills that are voluntary chosen during motor function programming and are used. And this case is preferred to other special theories about related information to sense or movement. In fact the basic viewpoint about the role of sensory-motor perception is to process all the corners, shapes, lines and object space orientation in mind, and this process is the same perception appeared as movements.

On the other hand, according to a new theory ( Neo2008-2009), sensory process is the same motor-sensory practice ,or discovery skills practice that child does at childhood and make things and objects of environment be easily reachable for him and he will get used to all of them. In fact, in this approach, the contact manner and perceptual connection to surrounding world is considered.

It should be considered that deficiency of sensory system integrity is mostly companion with multiplied tendency to sensory stimulation behaviors or aversion of sensory stimulation that leads to person's reactions in order to obtain an efficient level of stimulation by adjusting sensory inputs.( Ayres 1979 quoted from Roberts,King-Thomas, Bokiya 2007, Dunn 1997).In this procedure, spatial and temporal aspects of sensory inputs are processed, changed, connected and collated.Behavior problems caused by this deficiency include retreating of the games, reduction in number and time or contortion of agreeable behaviors, reduction of fine and gross motors and developmental motor-sensory skills.( Bundy & Murray 2002). Also, in Jane Ayres's opinion,(1972) the ability of sensory-motor data combination is a result of an effective interaction between individual and environment; and the primary factor of learning disability is its dysfunction.( Ernhaym and A.Sinckler 1998) . The interaction with environment depends on person's programming skill and motor skills performance through the perfect sensory process of optical, medulla, vestibular and tactile senses. sensory process includes the record and organization of sensory information. (internal organization of sensory input). Thus, person can agreeably formulate appropriate responses to environmental needs and meaningfully involve in daily activities.( Humphry 2002)

The objectivity of adaptable behaviors makes people be able to overcome problems and learn new skills. As the child with sensory process deficiency involves in school tasks, play and daily activities, he will experiences self-deficiency, controlling deficit, or unsatisfaction of their performance.( motor skills)( Mulligan1996, Lane, Miller and Hanfet 2000). And in this procedure, motor skill deficiency causes academic difficulties.

Stoger, Ziegler & Martzog (2008)have studied the relation between children's fine-motor skills with school succeed, grouping them in two classes of smart primary school students including the ones with educational succeed and without it. And they present fine-motor skills deficiency as an important factor to identify smart children without educational succeed . Thus Rurek(1995) believes that the combination of deficiencies in Psychomotor coordination, Exploring behavior and perception creates difficulties in motor development, speaking, language, emotions, social behavior and adaptation ability. Then child with clumsiness is very vulnerable in learning field and social contacts. Bundy ( 1987) also found out that the boys with sensory process deficiency participate in outdoor social plays (motor activities) and preschool games less often. Sensory coordination theory considers play as interventional agent.(Bundy and Murray 2002). The role of play and the importance of Psychomotor coordination and sensory-perceptual abilities are supposed unvaluably in many of people's psychosocial treatments, (Rourke 2009 ) considering this hypothesis in sensory integration theory that adaptable behavior production, increases sensory integrity in person. (Bundy and Murray 2002) . While getting a biography from parents ( an important part of diagnosis ) after achieving some information about the person's developmental and educational background, it can be found out if the concerned child has NLD symptoms or not? Rurek descriptive pattern reviewing ( described in table1-2) can be operative. They concentrate on evolutionary and educational development , diversity of visual- spatial and verbal operation, fear that child experiences in new situations, and his clumsiness.

Child's behavior checklists and teacher's report sheets can present an obvious viewpoint about Para-hyperactivity in young children and difficulties internalization in older children. In educational profile, we should pay attention to a combination of rather good performance in technical reading and spelling, the Phonological mistakes related to correct spelling, unpleasant math operation and comprehensions. Rourke(1994) emphasizes that spelling and reading operation should be always considered in comparison with children math performance and none of them shouldn't been assessed by itself. Furthermore, Neuropsychological intelligence assessment can produce some information about characteristics of NLD in intelligence performance, processing coordination skills of sensory, optical and auricular information, verbal skills, memory operation and concept creation abilities. During the Neuropsychological tests associated with social skills, attempt, verbal output and child's exploring ways, some information is obtained by the mean of observation tool. Some discretional criteria for NLD are described by Drummond, Ahmad and Rurek (2005)as follows:

?The marks of assessable tests are at least a sub-average standard declination. ( it is seen in 90% of children with NLD)?There is no Simple tactile perception or it's in minimum level. Whereas in Finger Agnosia , there are many difficulties

during Graphesthesia and Stereognosis.(90% of cases)?Two items of vocabulary, synonyms and information have the most points in Weksler test.( 76%)?Two item of cubes, joining parts and coding have the least points in Weksler test. ( 76%)?Standard reading marks are more than standard math marks by at least 8 points. (72%)

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?Having a poor performance in right and left hand, and both sensory operation test.(66%)?Verbal marks are more than operational marks by at least 10 point, in Wksler test.(41%)

It is necessary to be included at least 5 items for each person. Sensory perception and motor skills integration . The areas of brain involved in sensory perception and movement controlling are bilaterally placed in brain. Motor skills and sensory perception do not mostly perform individually, such that , in order to programming a movement, something should be environmentally felt by someone first.

The area in the brain responsible for motor programming, is pre-motor cortex located in frontal lobe next to motor cortex. Pre-motor cortex perceives data from three main sources: First, motor core in lateral thalamus, second, primary sensory cortex and parietal lobe connective areas and third, prefrontal cortex.( Kandel, Shwartz,Hezzel 2000quoted from Wilkinson 2006) . This areas are active even while person is immovable but imagining a movement.(Carlson2001 quoted from wilkinson2006) Motor programming begins with a wide general plan of a movement, and transfers to special muscular messages between pre-motor area and motor cortex.Pre-motor area is active in both cerebral hemispheres, and motor programming in each hemisphere controls the opposite side of body while accessing sensory information. .( Kandel, Shwartz,Hezzel 2000quoted from Wilkinson 2006) . Children with NLD are expected to have more intense deficiencies in sensory perception and motor skills integration of the left side of body. Lateral deficits of sensory perception and motor skills certainly eventuate to lateral deficiency in integration of both mentioned skills.

Sprine & Struas have reported abundant studies about assessment of sensory perception and motor skills coordination distinguishing patients with right cerebral hemisphere injury from the ones with the left one. It's very important to know that, children with NLD are very verbal, and may not have academic problems until they get into the upper grades in school. Often their biggest problem is with social skills. So, it's often undiagnosed. Consequently, it seems necessary to do some Specific tests on the pre-scholars who have questionable symptoms and observations by school staff may be valuable. These children also have sensory integrity disorder which make them unable to handle themselves in social communications. Conclusion:

Although conventional pattern doesn't indicate to sensory perception and motor speed integration in a child without NLD, he states that personal skill deficit is bilateral and these are children, The most secret of "learning disabilities "and are often mistakenly perceived by teachers and parents.

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