Nonverbal Learning Disorder
WHO: Nonverbal learning disabilities (NVLD) typically affect students who can read, write, and
speak at a developmentally appropriate level but have trouble interpreting spoken language.
These students look like high-level readers who have a hard time retelling stories, talkative
social speakers who have a hard time understanding sarcasm, and students who have a desire
to be social but have a hard time reading social cues.
WHAT: NVLD is a language-based disability that comes from a brain-based condition that
decreases abstract thinking and spatial relationships. The disability creates difficulty for
students mainly in their social skills. Physical communication such as body language, tone of
voice, and facial expressions. Below are lists of challenges to be aware of in certain areas of a
student’s daily life.
Physical Challenges:
● Gross motor skills which can appear as uncoordinated bodily movements
● Fine motor skills which can appear as sloppy handwriting
● Struggles to interpret verbal and nonverbal expressions of feelings
Academic Challenges:
● Memorizes information but struggles to analyze the importance
● Recognizes small details but doesn’t see the big picture
● Needs support with reading comprehension
● Needs support with math word problems
Social Challenges:
● Wants to be social but says information in socially inappropriate ways
● Abruptly changes conversation topics
● Is unaware of others’ facial and bodily reactions
● Thinks in literal, concrete terms
● Social skills seem odd/different from other students’ abilities
Emotional Challenges:
● Is overly dependent on parents
● Is fearful of new situations
● Has trouble adjusting to changes
WHERE TO LOOK: NVLD affects around 1% of students in the United States. The disability does
not discriminate by gender but it can find a familial link in families with existing attention
deficits. Look for NVLD in students with Asperger’s Syndrome and ADHD. [Link]
(2020) reports that up to 80% of students with Asperger’s also have NVLD and that NLVD can
work in tandem with ADHD.
WHY: According to [Link] (2020), “Researchers don’t know the exact cause of NVLD.
But they believe it’s related to differences in various brain processes located in the left and right
regions of the brain.” The issue may lie in damage to the brain that alters the ability of signals
to be sent from one side of the brain to the other. The issue could also be in the frontal lobe
which houses executive functioning skills and help us with working memory, organization, and
planning.
WHEN: The earlier NVLD is diagnosed, the better. Young students do not notice that they are
different from their peers. Adults may find them endearing in the way they ask a lot of
questions and are uniquely their own person. However, as the child matures, their self-
awareness increases and they may notice their differences from their peers. This can lead to
anxiety and insecurity. When we diagnose NVLD earlier, we can provide explicit instruction on
how to recognize others’ emotions, body language, and tone. This can help students fit in better
with peers and develop stronger friendships.
HOW TO HELP: The Individuals with Disabilities Education Act (IDEA) nor the DSM do not
acknowledge NVLD as a disability. However, if the deficits in a student’s language abilities are
severe enough to hinder academic progress, the student can be evaluated for special education
services. Below are the steps to follow if you think a student has NVLD:
1. Primary Doctor: Recommend that parents bring their child to their primary doctor to
look for medical causes to the child’s behavior.
2. Mental Health Professional: The doctor may refer the child to a neurologist who will test
the child’s abilities in speech and language, visual-spatial organization, and motor skills.
3. Identify strengths and weaknesses: As a teacher, you can do this step at any time. Let
students know explicitly what you think their strengths are as a student. Create plans to
help with their weaknesses. Involve students in social groups. Create tactile lessons to
help students with fine motor skills such as using scissors and writing words in shaving
cream. Make a picture chart to help the student identify feelings associated with
people’s body language. Give warnings leading up to a transition so the student can
prepare for change.
4. Communication: Keep an open line of communication with the child’s parents.
Recognize that you are on the same team and want what is best for the child.
Implement a growth mindset into your evaluations of the student by reporting positive
analyses such as, “He/she cannot do ___ yet” and “___ has greatly improved since we
began observing him/her.”
References
Patino, E. (2020). Understanding Nonverbal Learning Disabilities (L. Reddy PhD, Ed.). Retrieved
October 18, 2020, from [Link]
child-learning-disabilities/nonverbal-learning-disabilities/understanding-nonverbal-
learning-disabilities?
gclid=EAIaIQobChMI9e3e3dPQ4gIVWPfjBx0AcQdoEAAYASAAEgIp6_D_BwE.
