Mentoring Students With a Nonverbal Learning Disability
by Kaye L. Seymour, Academic Mentor, Beacon College

A nonverbal learning disability (NLD) can be described as a right-hemisphere information-processing malfunction. The learning and behavioral difficulties are closely related to a lack of mental coordination. Students with a NLD experience neuropsychological deficits that affect their tactile and visual perception and attention, psychomotor coordination, and spatial orientation. Cognitively, they are unable to apply prior learned knowledge, exhibit impaired mental flexibility, have difficulty perceiving the pragmatics of language, and performing executive functions is arduous. They seem to have great difficulty with “multi-tasking.” People with NLD can be affected to varying degrees of severity.

In order for the student with a NLD to receive maximum benefits from academic mentoring, the environment should be free of all distractions. Students with NLD perform best if a routine is established that is predictable and highly structured. They need assistance organizing assignments, materials, and information to be written. Since students with a NLD are strong auditory learners, all visual information should be accompanied by oral explanations. Reviewing material aloud, or having the student re-teach the material to you allows them to utilize their strengths in a constructive manner. Information should be concrete and relevant, and assignments need to be broken down into smaller steps. All visual material should be simplified and uncluttered.

Capitalizing on their strong vocabulary and spelling abilities facilitate writing assignments that need to be prompted and organized in advance with verbal brainstorming followed by use of a graphic organizer. Models of expected outcomes should be utilized. Although students with NLD are auditory learners, they cannot listen and take notes at the same time. Supplied copies of class lecture notes can be highlighted or annotated based on their need. Class lectures can be recorded so they can listen to them later as they read their notes. Handwriting is laborious for students with NLD; word processors should be used as much as possible for written tasks.

Deficits in the areas of concept formation, nonverbal problem solving and visual-spatial organization require an approach for assistance with math assignments that is directed at helping the student calculate. Charts, tables and graphs can add to their confusion. Instead, using aids such as a computer or calculator along with steps or procedures that have been verbally rehearsed support their efforts to compute answers. Graphing paper that has been enlarged, or notebook paper turned horizontally helps them align numbers when writing them down.

Students with NLD rely on their auditory memory, so comprehension of material they have read is enhanced if a discussion follows each section or chapter that is read. A guided reading approach or supplying a study guide or list of key information prior to reading is beneficial. Listening to taped books or an adult reader as they visually read material also improves understanding. Visual tracking can be improved by using a ruler, index card, or folded sheet of paper under the line of text.

Students with a nonverbal learning disability face many challenges. When they receive academic support in a nurturing environment that cultivates their strengths and untapped potential, they can navigate successfully through their coursework. Academic mentors can provide effective instruction in compensation strategies so that they can become independent and thriving students. Their educational goals can be achieved, and they can have a rewarding collegiate experience.

Kaye Seymour holds a M.Ed. from the University of Central Florida in Exceptional Education. She has nineteen years of experience as a teacher of students with learning disabilities and three years as a Placement Specialist in the public school setting. She has been an academic mentor at Beacon College for five years.

References

Molenaar-Klumper, M. (2002). Non-Verbal Learning Disabilities. London: Jessica Kingsley Publishers.

Nonverbal Learning Disabilities Association. http://www.nlda.org.

Nonverbal Learning Disabilities On-line. http://www.nldline.com. 

Stewart, K. (2002). Helping a Child with Nonverbal Learning Disorder or Asperger’s Syndrome. Oakland, CA: New Harbinger Publications, Inc.

Tanguay, P.B. (2002). Nonverbal Learning Disabilities at School: Educating Students With NLD, Asperger Syndrome and Related Conditions. London: Jessica Kingsley Publishers.