Structural brain differences between children with dyslexia and dysgraphia and children who are typical language learners have been observed by researchers in a recent study at the University of Washington. Researchers say the findings prove that using a single category of learning disability to qualify for special education services is not scientifically supported.
http://www.sciencedaily.com/releases/2015/04/150428141919.htm
Orton Gillingham 