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Learning Disabilities
What is - and isn't - a Learning Disability?
A learning disability is a lifelong condition; it's trouble processing information; it's unexpected problems in reading, math or other areas; it occurs in persons with average or better abilities.
A learning disability is not low intelligence; it is not mental illness; it's not autism.
Want more details? Read on.
LDAO Definition of Learning Disabilities
"Learning Disabilities" refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. These disorders result from impairments in one or more psychological processes related to learning (footnote a), in combination with otherwise average abilities essential for thinking and reasoning. Learning disabilities are specific not global impairments and as such are distinct from intellectual disabilities.
Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
- oral language (e.g., listening, speaking, understanding)
- reading (e.g., decoding, comprehension)
- written language (e.g., spelling, written expression)
- mathematics (e.g., computation, problem solving)
Learning disabilities may also cause difficulties with organizational skills, social perception and social interaction.
The impairments are generally life-long. However, their effects may be expressed differently over time, depending on the match between the demands of the environment and the individual's characteristics. Some impairments may be noted during the pre-school years, while others may not become evident until much later. During the school years, learning disabilities are suggested by unexpectedly low academic achievement or achievement that is sustainable only by extremely high levels of effort and support.
Learning disabilities are due to genetic, other congenital and/or acquired neuro-biological factors. They are not caused by factors such as cultural or language differences, inadequate or inappropriate instruction, socio-economic status or lack of motivation, although any one of these and other factors may compound the impact of learning disabilities. Frequently learning disabilities co-exist with other conditions, including attentional, behavioural and emotional disorders, sensory impairments or other medical conditions.
For success, persons with learning disabilities require specialized interventions in home, school, community and workplace settings, appropriate to their individual strengths and needs, including:
- specific skill instruction;
- the development of compensatory strategies;
- the development of self-advocacy skills;
- appropriate accommodations.
Footnote a:
The term "psychological processes" describes an evolving list of cognitive functions. To date, research has focused on functions such as:
- phonological processing
- memory and attention
- processing speed
- language processing
- perceptual-motor integration
- visual-spatial processing
- executive functions (eg, planning, monitoring and metacognitive abilities)
Approved by the LDAO Board of Directors, May 2001.
You can also watch a short movie on "What Are Learning Disabilities?" on YouTube
For more information, and for supplementary reading, see the LDAO website.
Attention Deficit Hyperactivity Disorder (ADHD)
ADHD is a collection of neurological syndromes and behaviours that block a person from learning in the traditional manner.
It is a term that is used to describe children and adults who exhibit, to varying degrees:
- impulsivity
- inattention
- hyperactivity
- emotional instability
The Impact of Learning Disabilities
For many years it was believed that learning disabilities were a purely educational concern. It is now known that they, in fact, bear upon the social, emotional, medical, vocational, and recreational functioning of people. This, in turn, means that the educational system is only one of the many agencies and groups that must be concerned with the learning-disabled.
Research clearly indicates that where there is a child or adult with a disability in a family, the daily distress results in the development of feelings of inadequecy, isolation, and guilt. This often leads to a "family-in-crisis" situation. Early identification, support and learned coping strategies can provide the appropriate support to avoid broken families and prevent the individual becoming a burden to society.
For many years it was also believed that learning disabilities only occurred in children. Today we know that children with learning disabilities grow into adults with learning disabilities. A learning disability is a lifelong condition.
Most people with learning disabilities can and do learn. They can function well if their coping skills are matched by appropriate accomodations in the home, at school and in the workplace.
There are five major categories of learning disabilities:
| 1) Visual Problems: |
- Impaired visual disabilities
- Visual memory
- Figure-ground discrimination problems
- Reversals
- Problems with visual tracking
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| 2) Auditory Problems: |
- Impaired auditory perception
- Poor Auditory sequencing
- Poor listening skills and auditory memory
- Speech problems
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| 3) Motor Problems: |
- Problems with eye-hand co-ordination
- Small muscle control difficulties
- Clumsiness / awkwardness
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| 4) Organizational Problems: |
- Poor ability to organize time or space
- Difficulty in meeting deadlines
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| 5) Conceptual Problems: |
- Difficulty in judging non-verbal language
- Difficulty in anticipating the future
- Unable to predict the consequences of actions
- Predisposition to rather rigid concrete thinking
- Poor social skills and peer relations
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Something Can be Done!
It is important to realize that LD affects up to 10% of the population. It may affect individuals of potentially average, average or above average intelligence, resulting in a significant discrepancy between potential and achievement. Clearly, early diagnosis and intervention are the key goals.
A great deal can be done at any age. The child with learning disabilities needs appropriate instruction to achieve and early guidance to prevent the development of frustrating psychological problems. Early intervention can help to build a child's self-confidence.
By the same token, it is never too late for adults with learning disabilities. Coping skills and strategies for success can be developed in adulthood.
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