official definition of learning disabilities

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Official Definition of Learning Disabilities

Adopted by the Learning Disabilities Association of Canada (www.ldac.com)

January 30, 2002

Learning Disabilities refer to a number of disorders which may affect the acquisition,

organization, retention, understanding or use of verbal or nonverbal information. These disordersaffect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual

deficiency.

Learning disabilities result from impairments in one or more processes related to perceiving,

thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and

executive functions (e.g. planning and decision-making).

Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following:

oral language (e.g. listening, speaking, understanding);

reading (e.g. decoding, phonetic knowledge, word recognition, comprehension);

written language (e.g. spelling and written expression); and

mathematics (e.g. computation, problem solving).

Learning disabilities may also involve difficulties with organizational skills, social perception,social interaction and perspective taking.

Learning disabilities are lifelong. The way in which they are expressed may vary over anindividual¶s lifetime, depending on the interaction between the demands of the environment and

the individual¶s strengths and needs. Learning disabilities are suggested by unexpected academic

under-achievement or achievement which is maintained only by unusually high levels of effortand support.

Learning disabilities are due to genetic and/or neurobiological factors or injury that alters brain

functioning in a manner which affects one or more processes related to learning. These disordersare not due primarily to hearing and/or vision problems, socio-economic factors, cultural or 

linguistic differences, lack of motivation or ineffective teaching, although these factors mayfurther complicate the challenges faced by individuals with learning disabilities.

Learning disabilities may co-exist with various conditions including attentional, behavioural andemotional disorders, sensory impairments or other medical conditions.

For success, individuals with learning disabilities require early identification and timely

specialized assessments and interventions involving home, school, community and workplacesettings. The interventions need to be appropriate for each individual's learning disability subtype

and, at a minimum, include the provision of:

specific skill instruction;

accommodations;

compensatory strategies; and

self-advocacy skills. 

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Learning Disabilities at a Glance

A person can be of average or above-average intelligence, not have any major sensory problems

(like a hearing impairment), and yet struggle to keep up with people of the same age in learningand regular functioning.

How can one tell if a person has learning disabilities?

Learning disabilities can affect a person's ability in the areas of:

Listening

Speaking

Reading

Writing

Mathematics

Other features of a learning disability are:

A distinct gap between the level of achievement that is expected and what is actually

 being achieved.

Difficulties that can become apparent in different ways with different people.

Difficulties that manifest themselves differently throughout development.

Difficulties with socio-emotional skills and behavior.

Identification

Learning disabilities affect every person differently, and the disorder can range from mild tosevere. Sometimes people have more than one learning disability. In addition, approximately onethird of people with LD also have attention deficit hyperactivity disorder (ADHD), which makes

it difficult for them to concentrate, stay focused or manage their attention to specific tasks. If 

there is reason to think a person might have learning disabilities, it is important to collectobservations from parents, teachers, doctors and others who are regularly in contact with that person. If there appears to be a pattern of trouble that is more than just an isolated case of 

difficulty, the next step is to seek help from the school administration or consult a learningspecialist for an evaluation.

What causes learning disabilities?

Experts are not exactly sure what causes learning disabilities. LDs may be due to:

Heredity - Often learning disabilities run in the family, so it's not uncommon to find that people with learning disabilities have parents or other relatives with similar difficulties.

Problems during pregnancy and birth - LDs may be caused by illness or injury during or  before birth. They may also be caused by drug and alcohol use during pregnancy, low

 birth weight, lack of oxygen and premature or prolonged labor.

Incidents after birth - Head injuries, nutritional deprivation and exposure to toxic

substances (i.e. lead) can contribute to learning disabilities.

Learning disabilities are not caused by economic disadvantage, environmental factors or culturaldifferences.

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Strategies, Accommodations and Modification

Depending on the type of learning disability and its severity, as well as the person's age, different

kinds of assistance can be provided. Each type of strategy should be considered when planninginstructions and support at a school or in the workplace. Finding the most beneficial type of 

support is a process of trying different ideas and openly exchanging thoughts on what works

 best. Under the Charter of Rights and Freedom and Human Rights Acts of individual provincesand territories, people of all ages with LDs are protected against discrimination and have a rightto different forms of assistance in the classroom and workplace.

Are learning disabilities common?

1 in 10 Canadians has a learning disability.