There exists some controversy regarding a diagnosis called NVLD (Nonverbal Learning Disorder). It is defined as a set of strengths in verbal memory and vocabulary, accompanied by visual-spatial, fine motor, and social difficulties that include decoding body language and understanding inference and humor. Many with NVLD also face challenges adapting to frequent changes and novel situations and struggle to see the big picture, focusing on the details of a story or essay instead of the main theme. Given that so many people have been classified as having NVLD, why it is not in the DSM. One possible answer was offered by the Colombia psychiatric social work professor, Dr. Prudence Fischer, who acknowledged that there is no agreed upon definition of NVLD, other than that it involves “visual spatial deficits” (Burkhardt, 2019). It is also the case that there is considerable variance within the NVLD population regarding how individual strengths and weaknesses manifest, with some individuals exhibiting strong social skills and others struggling with handwriting, for example. However, there is significant evidence that NVLD does exist as a neurological profile, which I will summarize below, as well as speak to the effort to have it included in the DSM.
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Hello, My name is Dan and when I was a senior in High School, way back in 2004, I was tested and diagnosed with a Non Verbal Learning Disability and Central Auditory Processing Disorder. By that time I had developed a lot of coping mechanisms and strategies just on my own to manage. My mother was a speech pathologist and tried to guide me through the IEP process but by that time it was kind of a moot point. I didn’t really feel comfortable with accommodations and for a long time I would deal with feelings of denial and doubt about my diagnosis.
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As time has gone by I have often heard stories about NVLD individuals lacking meaningful adult and peer support. I strongly believe this happens because families think it is better to do the journey alone which I believe is a real mistake as support is vital for success. For me personally I was fortunate that Patty Bell, my speech therapist right away took a tremendous interest in me much like my coach, Jim Adams, whom I wrote about in Part 1.
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Nonverbal Learning Disability. It’s also known as Nonverbal Learning Disorder, and I think that would be my preference if I had to pick between the two because I feel like it better describes what’s going on in my head.
Disorder.
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“A mentor is someone that allows you to see the hope inside yourself.” – Oprah Winfrey
I’m inspired and motivated to write this article to thank my K-12 educators, former supervisors and mentors as I believe it is important to recognize and thank individuals while you are able. Life can change fast and acknowledging those who have an impact on your life is so crucial.
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Growing up with a Non-Verbal Learning Disability leads to many challenges. One of the most common challenges is finding an advocate(s)/support team to help you because there is a major gap between your strengths and weaknesses along with additional social and communication challenges. Due to these deficits you may be underestimated or labeled as lazy and rude. Unfortunately due to this, the individual may send the message they just want to be on their own however the truth is in most cases they want and need an advocate.
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I’m going to be brutally honest, I hated school. I was never an A student, I was more of a D and F student. From kindergarten until grade six, I was shuffled and pushed through the educational system. In kindergarten, I was incredibly shy and lacked social skills and my report card reflected numerous comments such as, “Megan is too shy she needs to talk more which would help her make new friends.” In grade one, my teacher ridiculed me and made me feel stupid. She centered me out by placing extra large X’s on my work whenever I made a mistake and would treat me differently than my other peers. In grade 2 my anxiety crippled me causing me to miss numerous days of school at a time. At age 7, I started to self-realise I was “different” from my other friends.
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When I work with learning disabled adults, including those who are NVLD and may have been traumatized by their educational experiences, especially those around misunderstanding NVLD or being misunderstood by teachers or colleagues, I find that clients who are actively engaged in psychotherapy with a capable practitioner are in the best position to do and feel better about their issues and themselves, than those clients who are not so engaged.
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One of the services that many decline for NVLD children is speech therapy as often other challenges are more noticeable so they get addressed first. Due to their strong vocabulary and reading abilities their team believes they can go without speech services even though NVLD students often don’t have age appropriate understanding of certain words and messages. In addition,the inappropriate social and communication skills associated with NVLD many do not show up until later in the educational years. The truth is by not including speech therapy on their IEP, students with an NVLD miss out on making great strides in their communication skills.
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At the beginning of every University semester, I need to go through the awkward conversation of validating my non-verbal learning disability. This usually involves a very medicalised perspective of ticking off boxes to validate why I’m worthy of receiving certain accommodations. I’ve learned through my educational years, that I need to be my own voice and my own advocate. Unfortunately, a paper doesn’t justify enough and is just a black and white document.
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