Recognizing memory challenges

All information first enters the brain through at least one of our senses, and then goes on to the cognitive processing areas for understanding and storage. This is where the processing breakdown can affect memory. Most memory disabilities affect short-term memory only; learners with these disabilities may need more repetitions than usual to retain information. Assessment of memory should be done over a period of time and under different circumstances, in order to understand the learners' difficulties.

Memory struggles to assess:

• Poor recall of information on comprehension questions
• Difficulty recalling what is read even when they reading is fluent
• Difficulty following multiple directions
• Difficulty remembering what is heard
• Difficulty remembering sequences in a task
• Knowing words one day but not the next
• Difficulty recalling events or retrieving words
• Poor recall of visual patterns
• Difficulty memorizing information, (i.e. phone numbers, days of the week, or months of the year)⁵²

Recognizing visual-spatial challenges

This form of learning disability is often referred to as a non-verbal disability. Spatial and coordination problems make printing and writing, learning math, telling time, reading and and keeping one's place on the page difficult. More complex verbal language is based on nonverbal processes - logical ordering and sequencing (both skills necessary for writing essays.) This can cause problems in subject areas other than math. For example, learners often experience difficulties with their sense of time, arranging written material on a page, making change, and sewing and typing, all of which demand good spatial awareness.⁵³