Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, that results in people having difficulties with specific language skills, particularly reading. Students with dyslexia often experience difficulties with both oral and written other language skills, such as writing, and pronouncing words and writing. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed without phonics-based reading instruction. In its more severe forms, a student with dyslexia may qualify for special education with specially designed instruction, and as appropriate, accommodations. 

~ International Dyslexia Association

Dysgraphia is a Greek word. The base word graph refers both to the hand’s function in writing and to the letters formed by the hand. The prefix dys indicates that there is impairment. Graph refers to producing letter forms by hand. The suffix ia refers to having a condition. Thus, dysgraphia is the condition of impaired letter writing by hand, that is, disabled handwriting. Impaired handwriting can interfere with learning to spell words in writing and speed of writing text. Children with dysgraphia may have only impaired handwriting, only impaired spelling (without reading problems), or both impaired handwriting and impaired spelling.

~ International Dyslexia Association

Dyscalculia is a math learning disorder that makes mathematical reasoning and computation difficult, in spite of adequate education, average or greater intelligence, and proper motivation.

It appears as poor memory for numbers, time, sequences, directions, layouts, and visual-spatial information, as well as a confounding inability to manage those things.

Dyscalculia is believed to affect 6% to 7% of the population, and up to 26%, when weaker forms of arithmetic difficulties are included. Care must be taken to consider the entire body of evidence when assessing for dyscalculia and other disorders. Test scores, alone, are often insufficient.
For people with dyscalculia, performing number-related tasks produces mental confusion, anxiety, and distress.

Dyscalculics often display a lack of academic progress in mathematics, accompanied by average or advanced skills in speech, reading, writing, and other areas. Often, otherwise strong students who work earnestly in Mathematics, recieve "mercy grades" which deceptively indicate content mastery. Passing grades are necessary for acadmemic advancement, but periodic standardized achievement tests reveal skill deficits. Detailed Score Reports from state and national tests can be used to identify and track deficits over time and to plan interventions.

~ Dysculaia