Learning about Learning Disabilities

As stated in Hardman, Drew, and Egan (2011, p. 154), the 2004 Individuals with Disabilities Education Act (IDEA) defines specific learning disabilities as:

“A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning challenges which are primarily the result of visual, hearing, or motor disabilities, of [intellectual disabilities], of emotional disturbance, or of environmental, cultural, or economic disadvantage.” (IDEA, 2004, PL 108-446, Sec. 602[30])

Learningdisabilitiescanoccurinindividualsatallintelligencelevels.

AccordingtoPierangeloandGiuliani,

“almost2.9millionschool-agedchildrenintheUnitedStatesareclassifiedashavingspecificlearningdisabilitiesandreceivesomekindofspecialeducationsupport.”

Classifications While the term learning disability may be applied to a variety of behaviors, Hardman, Drew, and Egan identify discrepancy, heterogeneity, and exclusion as primary classification elements (2011, p. 156). Discrepancy Individuals with learning disabilities have discrepancies between achievement and intellectual abilities. Heterogeneity Individuals with learning disabilities may have performance problems in a wide range of academic arenas. Exclusion Learning disabilities “cannot be due to selected other conditions” (Hardman, Drew, & Egan, 2011, p. 156).

Characteristics According to Heward (2010), and Hardman, Drew, and Egan (2011, p. 161), students with learning disabilities may have difficulty with reading, writing, mathematics, memory, attention, listening, behavior, perception, and cognitive processing. The primary characteristic is achievement discrepancy.

Achievement Discrepancies, Poor Social Skills, & Behavioral Problems Students with learning disabilities display a discrepancy between performance and potential. According to Heward, many also display “deficits in social skills,” and behavioral problems in classrooms. Reading Problems W. L. Heward writes that problems with reading are “by far the most common characteristic of students with learning [disabilities]. It is estimated that 90% of all children identified as learning disabled are referred … because of reading problems.” Written Language Difficulties Reading and writing problems often occur in the same individual; however, some students may only have problems with handwriting, spelling, and composition. Underachievement in Math Individuals with learning disabilities may have difficulty counting and sequencing numbers, as well as solving story problems and understanding basic math concepts. Memory & Attention Span Deficits Individuals with learning disabilities often have short attention spans or selective memory deficits. Cognition & Information Processing Related to memory difficulties, the way individuals process information--their acquisition and retention of information--may be challenged (Heward, 2010; Hardman, Drew, & Egan, 2011). Perceptual & Auditory Problems Figure-ground and visual discrimination--as well as kinesthetic and auditory processing--may be problematic for individuals with learning disabilities (Hardman, Drew, & Egan, 2011, pp. 163-164).

Causes Hardman, Drew, and Egan report that learning disabilities “probably [have] many different causes” (2011, p. 164). Here are some possibilities they identify: Neurological Individuals with learning disabilities may have suffered neurological damage at birth. Maturational Delay Some individuals with learning disabilities may have delayed language, visual-motor, and social skills development. Genetic Factors Some learning disabilities may be inherited. Environmental Factors “Irradiation, lead ingestion, maternal smoking, illicit drugs, and family stress” are possible environmental causes for learning disabilities (Hardman, Drew, & Egan, 2011, p. 165).

Educational Supports Hardman, Drew, and Egan, 2011, and the American Academy of Pediatrics, 2015, indicate that students with learning disabilities should be identified at an early age, and they should be assessed and supported via interventions such as the following:

Educational assessment services Family counseling and training programs In-school educational intervention services may include supportive:

• Strategies to develop cognition, attention, spoken language, and skills in reading, comprehension, writing, and math.

• Strategies to help students with adaptive and problem-solving skills. • Repetitive experiences that support mathematics and memory retention. • Educational help for students to learn ‘how to learn’ and to assist students in developing

their own learning strategies. • Use of special services resource rooms or library materials.

“Bypass” interventions – “Bypass” strategies include methods in which weaknesses are bypassed and strengths are supported—children with writing problems may use word processors, for example. Students may also be allowed more time for test taking or other such reasonable accommodation. Psychological or behavioral therapy Hyperactivity and other medications – For ADHD-diagnosed or depressed individuals. Digital learning technologies – Tablets, computers, and web applications offer limitless, customizable possibilities for math, reading, and writing support. Use of audio content for textbooks may also be helpful for some learners with reading disabilities. Collaborative teamwork between educators, families, psychological, behavioral and language specialists, and the affected learner, is essential (Hardman, Drew, & Egan, 2011, p. 178).

Warning Signs of Specific Learning Disabilities: According to the National Association of Special Education Teachers, parents and teachers should consider evaluation of learners who:

• Have trouble learning the alphabet or difficulty spelling, or have messy handwriting

• Make mistakes when reading aloud or in reading comprehension • Learn language late and struggle to express themselves verbally or in writing • Misread numbers or math symbols • Are not able to retell a story in sequence • Cannot easily follow directions or perform tasks in sequence • Cannot remember sounds that letters make • Mispronounce or use incorrect words

References: American Academy of Pediatrics: Interventions for learning disorders. (2015, November 21). Retrieved February 26, 2016, from https://www.healthychildren.org/English/health-issues/conditions/learning-disabilities/Pages/Interventions-for-Learning-Disorders.aspx Hardman, M. L., Drew, C. J., & Egan, M. W. (2011). Human exceptionality: School, community, and family (11th ed.). Belmont, CA: Wadsworth/Cengage Learning. Giuliani, G., & Pierangelo, R. (2010, July 20). Prevalence of learning disabilities. Retrieved February 24, 2016, from http://www.education.com/reference/article/prevalence-learning-disabilities/ Heward, W. L. (2010, December 8). Characteristics of learning disabilities in students. Excerpt from Exceptional children: An introduction to special education. Retrieved February 24, 2016, from http://www.education.com/reference/article/characteristics-learning-disabilities/ LD Report: Introduction to learning disabilities. (2006/2007). National Association of Special Education Teachers. Retrieved February 24, 2016 from http://www.naset.org/2522.0.html

Photos: Copyright 2015, K. D. Hueston