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Learning Disabilities Association of America says that this pattern may cluster around specific common difficulties. For instance, the pattern may primarily reveal a difficulty with language processing: auditory perception, auditory sequencing/abstraction/organiz ation, auditory memory, or a language disability; the problem may be more in the visual input to motor output areas. Some people with learning disabilities will have a mixture of both.

Understanding the extent that learning disabilities are identified is crucial to understanding IDEAs definition of learning disabilities. The differing types of learning disabilities, as pointed out by National Center for Learning Disabilities, are identifiable by the specific processing problem.

Individuals with learning disabilities have specific kinds of processing difficulties in the ways in which they can relate to acquiring information to the brain, which is a problem with input.

There may be a processing problem in making sense of the information, which is a problem with integration. There may be a processing issue with retrieving the information, which is a problem with memory. Or there may be processing problems with getting the information back out, which is a problem with output.

Children with a learning disability may have difficulty within the areas of input, integration, retrieving, or output.

INPUT

Understanding the many ways in which the brain processes information, provides more insight into what is taking place. This understanding also provides a better understanding of the problems with which the child is experiencing. Input is the means in which information is mainly transferred into the brain through the eyes - visual perception. Input is also the ways in which information is mainly transferred into the brain through the ears - auditory perception. An individual might have difficulty in one or both of these areas.

The Learning Disabilities Association of America explains that if a child has difficulty with input, within the area of visual perception, she may have difficulty distinguishing subtle differences in shapes.

The child may rotate or reverse letters or numbers and misread the symbol. Some children may have a figure-ground problem, confusing what figures to focus on within a page that contains many lines of wording.

The child may pass over words, skip lines, or read the same line twice. Others may have difficulty blending information from both eyes to have depth perception. They may misjudge depth

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