Learning Styles vs. Learning Disabilities - Página 2

Learning Styles Explained

There are too many theories about learning styles, each with unique features, to summarize in this brief column. The core principle they share, however, is almost always the same: individuals respond to and use different types of information and approaches when engaged in learning. The most common terms that are used to describe these language styles are:

Key “style” terms	Some underlying assumptions and characteristics
Auditory (linguistic)	Spoken language is a preferred way of taking in and responding to information.
Visual (spatial)	Visual information (e.g. printed words, maps, charts, environmental cues) are needed for ease of learning.
Kinesthetic	Engaging in hands-on activity and getting feedback from physical sensations are important and helpful in facilitating learning and in demonstrating mastery of skills.

As mentioned earlier, no one uses only one approach to learning all the time, and having strong preferences for how information is presented and how feedback (or performance) is required and evaluated is not, by itself, a sure sign of learning disabilities. Take a look at NCLD's Fact Sheets on auditory processing, visual processing, executive function, and information processing disorders for information about how features of these learning styles map onto specific learning disabilities.

Self-knowledge of Learning Styles Can Lead To Success

Knowing how an individual learns best, in a variety of subject areas and given a variety of different performance tasks, can be very helpful:

• Students can (and should!) speak with teachers about the features of instruction that work best for them and request that classroom practices be adjusted to enable them to achieve success.
• Parents can support school efforts and provide the types of practice, structure and support at home that reflect learning style preferences and that lead to greater independence and school success. Be sure to engage in discussion about learning style preferences during teacher conferences and at IEP meetings.
• Educators can tailor and modify instruction to ensure that the needs of students with highly stylized learning preferences are being met (in addition to providing services and supports that address the challenges posed by specific learning disabilities).

Some Readings and Resources

• LDPride
  This Web site offers information about learning styles and Multiple Intelligence (MI). It provides a link to an online interactive assessment of learning style, and lists practical tips to make your learning style work for you.
• Index of Learning Styles
  This Web site offers a free online self-scoring questionnaire created by Drs. Felder and Soloman at North Carolina State University. The model for this questionnaire was originally formulated by Dr. Felder in collaboration with Dr. Linda K. Silverman, an educational psychologist, for use by college instructors and students in engineering and the sciences, although it has subsequently been applied in a broad range of disciplines.
• Approaches and Study Skills Inventory for Students (ASSIST)
  This paper includes a questionnaire that has been designed to allow students to describe, in a systematic way, how they go about learning and studying. The questionnaire is composed of lots of questions (many of which intentionally overlap) to cover many different ways of studying. Most of the items are based on comments made by students.
• Multiple Intelligences
  Here is a link to a simple test for young people, based on Gardner's eight multiple intelligences. It taps learning style preferences in different domains of learning: kinesthetic, logic, intrapersonal, visual/spatial, linguistic, interpersonal, musical, and naturalistic intelligences.

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Sheldon H. Horowitz, Ed.D. is the Director of LD Resources & Essential Information at the National Center for Learning Disabilities.