Support Hoagies' Page!
Shop Hoagies' Page before you visit your favorite on-line stores
MindWare and many more, year-round and at the holidays. Thanks for your
Your donations also help keep Hoagies' Gifted Education Page on-line.
Nonverbal Learning Disabilities
"The term Nonverbal Learning Disabilities (NLD) can be quite
confusing. At first blush, you might think that individuals with this
disability are nonverbal. Just the opposite -- these kids may actually
talk your ear off. Nonverbal Learning Disabilities means that the
primary areas of deficit are in the nonverbal domains. NLD is
considered a syndrome, meaning that the disability is comprised of a cluster
of skill deficits which impact virtually every aspect of the individual's
life." Pamela Tanguay and
Byron P. Rourke, Nonverbal
Learning Disabilities at Home: A Parent's Guide
a Child With Nonverbal Learning Disorder or Asperger's Disorder: A Parent's
by Kathryn Stewart
Offers ways to evaluate a child's strengths and weaknesses in areas such
as visual and spatial functioning, writing problems, information processing
and organizational skills, social and emotional capabilities, language
skills, and interactive abilities, and specific strategies for intervening
and helping the child to cope with these obstacles...
See also ...
by Ocelot's Mom
There are a few people in this world who can be described as a "force of
Nature." Ocelot is one of those people. It is
impossible to work with Ocelot for very long and not be changed by the
experience. The purpose of this document is to give adults a crash-course in
understanding Ocelot... Because her abilities show when she speaks,
some people expect Ocelot to do superior work with little assistance, be a
"self-starter" and to learn on her own. In Ocelot's case, this is not
Misdiagnosis And Dual Diagnoses Of Gifted Children And Adults: ADHD, Bipolar,
OCD, Asperger's, Depression, And Other Disorders
by James T. Webb, Edward R. Amend, Nadia E. Webb, Jean Goerss, Paul Beljan, F. Richard Olenchak,
and Sharon Lind
Physicians, psychologist, and counselors are unaware of characteristics of
gifted children and adults that mimic pathological diagnoses. Six nationally
prominent health care professionals describe ways parents and professionals
can distinguish between gifted behaviors and pathological behaviors...
Also available from
Amazon.co.uk and Amazon.ca
by Sue Thompson
We are all familiar with "non-verbal communication," but few
professionals have been specifically trained to look for deficits in this
area. Although intelligence measures are designed to evaluate both the
verbal and nonverbal aspects of intelligence, educators tend to ignore
evidence of nonverbal deficiencies in students. Or worse, they brand
students with nonverbal learning disabilities as "problem" children...
Control of Asperger's Syndrome: The Official Strategy Guide for Teens With
Asperger's Syndrome and Nonverbal Learning Disorders
by Janet Price and Jennifer Engel Fisher
A unique handbook for kids and teens on living successful lives with these
disorders by taking control of their strengths to overcome their weaknesses,
including tips on understanding the disorders, living with the symptoms,
succeeding in school, completing homework, talking to others about strengths
and needs, making friends and socializing, and using technology to connect
with other kids and teens with these disorders. Includes ideas, information,
and advice for students, by students just like them...
the Gap: Raising a Child with Nonverbal Learning Disorder by
Rondalyn Varney Whitney
Millions of children suffer from Nonverbal Learning Disorder, a
neurological deficit that prevents them from understanding nonverbal cues
like tone of voice and facial expression. Though they are exceptionally
bright and extremely articulate, these children often have difficulty in
social situations-and can become depressed, withdrawn, or anxious. In
Bridging the Gap, Rondalyn Varney Whitney-a pediatric occupational therapist
and the parent of a child with NLD-offers practical suggestions that will
help parents put their child on the path to a happy, fulfilling life...
an Educational Plan for the Student with NLD by Sue Thompson
Programs which address both academic and social competencies achieve the
most success. The child's individualized educational program should not
merely focus on academic growth, but should also stress compensatory
strategies which will assist her future academic progress by enlarging her
repertoire of coping mechanisms. In other words, the educational program for
this student should be aimed at preparing her to succeed in the future by
maximizing her potential today...
a Pickle And Other Funny Idioms by Marvin Terban
Useful in a classroom setting or as a browser's delight. Especially
useful for teaching our kids the intended meanings of these common but
peculiar phrases. Other useful titles include
Mad as a Wet Hen!: And Other Funny Idioms,
Punching the Clock: Funny Action Idioms, and
It Figures!: Fun Figures of Speech. Or get the big collection:
Scholastic Dictionary Of Idioms
So Much Work to Be Your Friend: Helping the Child with Learning Disabilities
Find Social Success by Richard Lavoie
Guidebook to helping children with learning disabilities overcome social
skill deficits. Eschewing sink-or-swim and carrot-and-stick approaches,
Lavoie stresses communication and patience for parents looking to guide
their children through the maze of social interactions encountered daily...
NLDline Nonverbal learning disorders
NLD is a neurological syndrome consisting of specific assets and deficits;
the assets include early speech and vocabulary development, remarkable rote
memory skills, attention to detail, early reading skills development and
excellent spelling skills
Nonverbal Dictionary of Gestures, Signs & Body Language Cues David B.
From Adam's-Apple-Jump to Zygomatic Smile,
items in this Dictionary have been researched by anthropologists,
archaeologists, biologists, linguists, psychiatrists, psychologists,
semioticians, and others who have studied human communication from a
scientific point of view
Learning Disabilities at Home: A Parent's Guide by Pamela Tanguay and
Byron P. Rourke
Do you know a child who is bright, charming and articulate, but has no
friends? A child who showed early signs of intelligence, but is now
floundering, academically and emotionally? Children with NLD are an enigma. They're children with extraordinary gifts
and heartbreaking challenges that go far beyond the classroom. Nonverbal
Learning Disabilities at Home explores the variety of daily life problems
children with NLD may face, and provides practical strategies for parents to
help them cope and grow, from preschool age through their challenging
Learning Disabilities at School: Educating Students with NLD, Asperger
Syndrome and Related Conditions by Pamela B. Tanguay and Sue
In this companion book to her successful Nonverbal Learning Disabilities
at Home, Pamela Tanguay addresses issues related to the academic education
of the child with NLD and related conditions. Topics such as school
placement, program modifications, and social/emotional issues are covered,
as well as specific teaching strategies, from how to deal with essay
questions, to tips on helping the student master long division, and ideas
for improving reading comprehension. The author defines and discusses
concepts such as frontloading and a cooperative learning environment, and
explains how they benefit the student with NLD and related conditions...
Nonverbal Learning Disability:
How to Recognize It and Minimize Its Effects by Jean M. Foss
Because of their verbal strengths, many individuals with NLD succeed in
formal educational situations. However, if their social competence has not
developed commensurately, they may not find and keep employment at the level
for which their education has prepared them. Because individuals with
NLD make considerable progress in areas of weakness when instruction is
appropriate, accurate diagnosis and appropriate instruction can have great
benefit for their lives...
Learning Disorders Association (NLDA)
Articles, resources, symposium, and more...
Source for Nonverbal Learning Disabilities by Sue Thompson
Originally titled "I Shouldn't Have To Tell You!" The Source is the
first practical information available concerning Nonverbal Learning
Stages of Acceptance of Nonverbal Learning Disability by Peter Flom
There are, I think, four stages of acceptance of nonverbal learning
disability (NLD). Some of this may be true for other LDs, or for other
disabilities, but I know most about NLD.
For short (and for the sake of alliteration), one might call these stages
denial, depression, display, and dealing...
with Nonverbal Learning Disabilities by Jean M. Foss
|1. There's nothing wrong with me, there must be something wrong with you! |
|2. There's something wrong with me. Life stinks. |
|3. There's something wrong with me. You deal with it. |
|4. There's something wrong with me, I better deal with it. |
Statements like the following are
often true of individuals with a nonverbal learning disability:
Rules of Social Relationships by Temple Grandin and Sean Barron
Grandin and Barron address the social challenges those with autism and
Asperger's face, explaining in the process how confusing and illogical
normal societal rules can be. They also address the "unwritten rules" that
most children understand instinctively but are a mystery to those on the
spectrum. They teach how to trust feelings, be assertive in a positive way,
and deal with negative people and situations...
|They talk a lot but really say very little.
|They see the "trees" not the "forest."
|They focus on details, do not apprehend the main idea.
|They do not "see the whole picture."
|They do not "read" facial expressions, gestures, or
other nonverbal aspects of communication; they miss the
|They may be inappropriate in their social interactions.
|They have few friends; friendships tend to be with older
or younger persons rather than peers.
|They tend to process information in a linear, sequential
fashion, not seeing multiple dimensions.
|In spite of relative strength in sequencing or recalling
sequences, they may confuse abstract temporal concepts; they
have significant difficulty recognizing cause-effect
|They frequently "shut down" when faced with pressure to
perform; such pressure might come from too many simultaneous
demands, from tasks which seem too complex, or from
expectations to perform at a rate which seems too rapid.
|As adults they tend to be underemployed relative to
their educational experiences.|
January 29, 2013