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Integration:
Integration: This is the stage during which perceived input is interpreted, categorized, p
laced in a sequence, or related to previous learning. Students with problems in these areas may be unable to tell a story in the correct sequence, unable to memorize sequences of information such as the days of the week, able to understand a new concept but be unable to generalize it to other areas of learning, or able to learn facts but be unable to put the facts together to see the "big picture." A poor vocabulary may contribute to problems with comprehension.
Of course, assessment of learning disabilities requires the consideration of more than test scores. The purpose of assessment is to determine what is needed for intervention, which also requires consideration of contextual variables and whether there are comorbid disorders that must also be identifi
In the United States and Canada, the term learning disability (LD) refers to a group of disorders that affect a broad range of academic and functional skills including the ability to speak, listen, read, write, spell, reason and organize information. A learning disability is not indicative of low intelligence. People with learning disabilities sometimes have difficulty achieving at his or her intellectual level because of a deficit in one or more of the ways the brain processes information.

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Output: Difficulties with motor abilities can cause problems with gross and fine motor skills. People with gross motor difficulties may be clumsy, that is, they may be prone to stumbling, falling, or bumping into things. They may also have trouble running, climbing, or learning to ride a bicycle. People with small motor difficulties may have trouble buttoning shirts, tying shoelaces, or with handwriting.
 
 
 
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