TANV
NVLD is a neurologically based learning disorder that shows up as deficits in motor skills, visuospatial and visuoconstructive skills, and social skills.
Motor skills: There is some delay in starting to walk and in acquiring motor skills: lack of coordination, difficulty riding a bike, poor handwriting (dysgraphia); they find jigsaw puzzles hard and are not very skilful at crafts and art activities such as cutting out and painting.
Visuospatial and visuoconstructive skills: They stand out for poor visual memory and difficulties organising the page, copying, recognising faces, letters and numbers, as well as solving problems and placing numbers in written sums. They may pay great attention to details while missing the overall picture.
They have difficulties with executive functions and organisational skills; they find it hard to generate hypotheses, plan, organise and generalise solutions. These children often become disoriented and find it hard to understand the concepts of space and time.
On the other hand, they may stand out for a good level of vocabulary, good reading skills and verbal memory, which may contrast with difficulties in reading comprehension.
Social skills: These children find it hard to adapt to new situations; changes in their daily routine cause them discomfort and anxiety. They have limited emotional skills, as they struggle to understand non-verbal communication (facial expressions, gestures, tone of voice). They have difficulty understanding emotions, think rigidly and are emotionally labile. Their understanding of language is very literal, and they find irony and double meanings hard to grasp.
Academically, given the characteristic features of this disorder, the difficulties show up mainly in maths and in visual arts.
Emotionally, anxious and depressive symptoms may be observed, as well as social isolation.
NVLD may present symptoms typical of ADHD (attention deficit hyperactivity disorder), such as inattention. That is why an early diagnosis is recommended to determine the origin of the symptoms and to carry out an intervention programme aimed at improving psycho-emotional and social skills, stimulating the affected areas that impact academic performance and developing habits and routines that help them get organised.