Symptoms

• Recognize the symptoms of Nonverbal Learning Disorder. NLD hard to identify because it often gets mislabeled as clumsiness, laziness or defiance. Children who cannot correctly process information such as spacial relationships, nonliteral interpretations of messages or decipher tone of voice and facial expression are not being uncooperative. They do not benefit from constantly being told, "You know what I mean."
  
  The fact is they do not know and need to be told explicitly. In early years, these students, despite their verbal talents, have a hard time with motor tasks like cutting, writing and physical coordination in walking and running. Later, they may be seen bumping into objects and having poor organizational skills. They may not have a clear grasp of time limits and arrive late to class.
  
  

Accommodations

• Involve these students in cooperative learning groups where they can verbally process the information and contribute to the classroom environment. By isolating the student and accusing her of not trying, will only assure more frustration and withdrawal. Do not require a student with NLD to write out all assignments or answers. An alternative oral presentation or oral quiz can substitute for a written essay or a bubble in the answer of a multiple choice test. Measuring the success of the student through verbal channels increases his self- esteem and decreases the feelings of confusion and depression that are common with this disorder.
  
  

Collaboration

• Inform and involve the parents in applying the accommodations of learning to the home environment. Parents and educators together should be well aware of the abilities and the disabilities of the student with Nonverbal Learning Disorder. Both groups of adults should focus on having 90 percent of their communication with the student be positive and minimize criticism or venting of frustration that he cannot perform as others do. Do not allow their verbal ability to minimize the struggle they face when presented with routine physical tasks that others do on autopilot. Allow them to verbalize, ask questions and learn in spite of their disability.