When a deficiency interferes with our ability to function or perform a task it is said to be a disability, however, dysfunction doesn’t always translate to disability, it may simply indicate a learning difference, requiring a difference in teaching.


• Is the student unable to read satisfactorily in spite of adequate intelligence and educational opportunity?
• Does written work reflect intellectual ability?
• Is the student having unusual difficulty in handwriting?
• Does he or she have unusual difficulty in spelling (If in school, beyond the weekly spelling test)?
• Can the student write the alphabet in sequence?
• Are there letter reversals, rotations, transpositions in reading, writing, or spelling?
• If attending school, can a downward trend in achievement test scores be noted?
• Is there directional confusion (left, right; before, after; over, under)?
• Is recall ability poor, especially for names and words?
• Does the student seem to have difficulty in following directions?
• Does he or she forget assignments and/or lose papers?
• Is the student unable to copy accurately from the near point, far point, or both?
• Does the student have an auditory discrimination problem or confuse similar speech sounds?
• Is there no definite preference for right or left hand?
• Is the student’s attention span short?
• Is the student overly active? If in school – disturbing in the classroom? (He/she may be reacting to his own frustration.)
• Is the student unusually passive and withdrawn?
• Are organizational skills lacking?

Cullinan Education Center offers individualized programs to meet the needs of students with learning differences.