--- title: Terms you may hear from learning specialists description: When talking to a learning specialist about your child’s possible learning issues, you may hear unfamiliar terms. Here are the key terms you need to know. slug: terms-you-may-hear-from-learning-specialists author: Erica Patino reviewer: Ginny Osewalt published: '2019-08-05T16:01:58.124Z' thumbnail: https://cdn-images.understood.org/p0qf7j048i0q/8AB1F3D6BB46457DBDEBEC760E5FB463/c51435ab0978712143e5ae79e07b2c6d/178418130.jpg source_url: https://www.understood.org/en/articles/terms-you-may-hear-from-learning-specialists lang: en --- # Terms you may hear from learning specialists If you meet with a learning specialist to talk about your child, you may hear terms like “modifications” and “accommodations.” If you’re not sure what these terms mean it can be hard to follow the discussion. This printable mini-glossary can make it easier. **Accommodations** are changes in how something is taught or in the materials used to teach it. The goal is to make it possible for a student to work around learning challenges. A student with language difficulties might not have to answer questions out loud, for instance. But the student would still have to learn the same material as other students. **Assistive technology** is any tool that helps students work around their issues. These could include a laptop, voice recognition software, or electronic math worksheets. **Average range** is a term therapists use when testing a child for learning differences. If the results fall below the average range for reading or listening comprehension, for instance, it may mean a child has a reading disability or language disorder. **DSM-5 stands** for *The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition*. (It is also called DSM-V.) This is the guide doctors and specialists use to diagnose learning, attention, and behavior disorders. **Executive function** refers to a group of mental skills that work together to help the brain organize and act on information. These include the ability to organize, prioritize, and get started on tasks. **Fine motor skills** refers to the ability to make movements using small muscles, such as those in the hands and wrists. They’re used for tasks like writing, drawing, coloring, tying shoelaces, and using scissors. **Gross motor skills** refers to the ability to make movements using the larger muscle groups, such as those in the arms and legs. Poor gross motor skills can affect balance, coordination, and the ability to run, kick, jump, and skip. **Intelligence quotient (IQ)** is an intelligence test score. Most kids who learn and think differently have an average or above-average IQ. **Modification** refers to a change in what’s being taught to or what’s expected from the student. An example of a modification is having shorter assignments.  **Nonverbal learning disability (NVLD)** affects a child’s ability to understand the nonverbal aspects of communication. A child with NVLD may have trouble interpreting tone of voice, body language, and facial expressions. **Screening** is often the first step in determining whether a child has a learning difference. It may include observation, interviews, a brief written test, and a review of school and health records. **Sensory processing or integration** refers to how the brain organizes and responds to information it gets through the senses. Trouble with sensory processing or integration can cause kids to over- or under-react to things like noise, touch, or sudden movement. **Self-monitoring** is the ability to observe your own behavior and adjust it to fit the situation. This includes keeping track of how you’re doing on a particular task. **Specific learning disability (SLD)** is the legal term for a learning disability. SLD is a language-based condition that causes difficulty with listening, thinking, speaking, reading, writing, spelling, or doing math calculations. **Working memory** is the brain’s ability to hold on to information long enough to use it. When you hear a phone number, remember it, and then dial it, you’re using working memory. Understanding terms like these can make it easier to communicate with learning specialists. It’s helpful to know education terms, too. Explore [words educators use](https://www.understood.org/en/articles/terms-teachers-use-when-kids-struggle-in-school). --- ## Explore related topics and articles - [Terms you may hear from speech-language pathologists](https://www.understood.org/en/articles/terms-you-may-hear-from-speech-language-pathologists) - - A speech-language pathologist, who often works with kids who learn and think differently, may use terms you havent heard before. - An audiologist is a health care professional who tests for hearing and balance issues. - Auditory processing is the ability to process and interpret sound correctly - [Dyslexia testing results: What they mean for instruction and supports](https://www.understood.org/en/articles/dyslexia-testing-results-what-they-mean-for-instruction-and-supports) - Interpreting dyslexia testing results can be tricky. Ask the evaluation team to clarify or explain things you don’t understand in your child’s evaluation report. - [Common accommodations and modifications in school](https://www.understood.org/en/articles/common-classroom-accommodations-and-modifications) - There are many ways teachers can help kids who are struggling in school. Here are some common accommodations and modifications that schools and families can discuss as possible options for kids. Common accommodations Presentation accommodations \(changes the way information is presented\) - Listen t --- ```json [{"@context":"https://schema.org","@type":"WebPage","@id":"https://www.understood.org/en/articles/terms-you-may-hear-from-learning-specialists#webpage","url":"https://www.understood.org/en/articles/terms-you-may-hear-from-learning-specialists","description":"When talking to a learning specialist about your child’s possible learning issues, you may hear unfamiliar terms. 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