| Specific Learning Disabilities |
| IDEA DEFINITION OF SPECIFIC LEARNING DISABILITIES: 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 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 disabilities which are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage. The NATIONAL JOINT COMMITTEE FOR LEARNING DISABILITIES adds the following: "Learning disabilities" is a general term that refers to a heterogenous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, [are] presumed to be due to central nervous system dysfunction, and may occur across the lifespan. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not by themselves constitute a learning disability. Although learning disabilities may occur concomitantly with other handicapping conditions (e.g., sensory impairments, mental retardation, serious emotional disturbance), or with extrinsic influences (e.g., cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. CRITERIA FOR IDENTIFYING A SPECIFIC LEARNING DISABILITY A team may determine that a child has a specific learning disability if -- 1. The child does not achieve commensurate with his or her age and ability levels, that is, demonstrates a severe discrepancy between achievement and intellectual ability, in one or more of the areas listed in items i through vii below, if provided with learning experiences for the child's age and ability levels: i. oral expression ii. listening comprehension iii. written expression iv. basic reading skill v. reading comprehension vi. mathematics calculation vii. mathematics reasoning 2. The team may not identify a child as having a specific learning disability if the severe discrepancy between ability and achievement is primarily the result of: i. a visual, hearing, or motor impairment ii. intellectual disability iii. emotional disturbance iv. environmental, cultural, or economic disadvantage SPECIFIC LEARNING DISABILITIES STUFF: A learning disability is a disorder that interferes with the ability to learn efficiently and effectively. It is estimated that 5% to 20% of school-aged children in the United States have some sort of learning disability. It is also estimated that of the children who have a learning disability, 60% to 80% have reading as their main area of need. Further, it is estimated that the prevalence of specific learning disability among children who are eligible for IDEA (ages 6 – 21) is 52.4%. Learning disabilities affect boys four times more often than girls. Learning disability is not the same as intellectual disability. Many children with LD are very bright. The term “learning disabilities” was coined by Samuel Kirk, an educator, in 1963. His concept of learning disabilities was defined by delays, deviations, and performance discrepancies in basic academic subjects (math, reading, spelling, writing) and speech and language problems not attributable to intellectual disability. Common learning disabilities Dyslexia – a language-based disability in which a person has trouble understanding written words. It may also be referred to as reading disability or reading disorder. Dyscalculia – a mathematical disability in which a person has a difficult time solving arithmetic problems and grasping math concepts. Dysgraphia – a writing disability in which a person finds it hard to form letters or write within a defined space. Auditory and Visual Processing Disorders – sensory disabilities in which a person has difficulty understanding language despite normal hearing and vision. Nonverbal Learning Disabilities – a neurological disorder which originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions. SIGNS OF POSSIBLE LEARNING DISABILITIES Specific academic skills deficits: Basic reading skills (learning letter names and sounds, blending, applying phonetic and structured analysis) Reading comprehension Writing Written expression Spelling Mathematical calculation Mathematical reasoning Perceptual motor impairments: Difficulty distinguishing shapes and sizes Lack established handedness Letter, word, number reversals Difficulty with fine motor skills Writing Coloring Cutting Memory and thinking disorders: Deficient in memory strategies Haphazard in approaches to learning Poor language skills, which hinder memory Difficulty with short-term auditory and visual memory Lack of awareness of skills and strategies needed to solve problems and solve tasks General Coordination Deficits: Clumsy Difficulty with fine and gross motor skills (tying shoes, running, hopping, skipping) Difficulty with depth perception Neurological Soft Signs Poor fine motor coordination, balance, tactile discrimination. May have strabismus Poor visual-motor coordination Speech and language disorders: Delayed language development Difficulty with grammar (syntax), meaning (semantics), or social use (pragmatics) of language Attention Disorders: Difficulty concentrating Difficulty remaining on task Rarely finish what is started Jump from one activity to another Easily distracted Hyperactivity: Difficulty sitting still Constantly in motion Fidgety Driven by an “inner motor” Impulsiveness Act without thinking Poor planning and organizational skills Respond quickly but make many errors Lack self-regulation skills Emotional liability: Moody Often isolated or rejected by peers Low self-esteem More likely to violate social norms Inappropriate ways to get attention Elicit more negative reactions from others Lacking in social cognition skills Difficulty reading non-verbal cues Difficulty with motivation Passive rather than active learner Miscellaneous others: Forgetfulness Long time to complete tasks and assignments Sloppiness in work Difficulty working independently Inattentiveness Trouble switching between activities Impulsive Low tolerance for frustration Daydreaming Sad, angry Causes of Learning Disabilities Determining precise causation is difficult, but here are a few possibilities: Neurological Factors -- anoxia, abnormal fetal positioning during delivery, prenatal infections, prenatal injury, etc. Maturational Delay -- delay in maturation of the neurological system Genetic Factors -- genetic abnormalities seems to be a likelihood in some ways ... Environmental Factors -- dietary inadequacies, food additives, radiation stress, fluorescent lighting, unshielded television tubes, drinking, drug consumption, inappropriate school instruction, irradiation, lead ingestion, maternal smoking, illicit drugs, family stress, ... Perinatal insults or conditions -- maternal smoking, drinking, use of illicit drugs; exposure to infections; trauma during birth; low birth weight; anoxia; prematurity; use of forceps No cause is sure. Mostly the cause is unknown. |
| Diagnostic and Statistics Manual (DSM) definition of READING DISORDER: Reading achievement as measured by individually administered standardized tests of reading accuracy or comprehension is substantially below that expected given the person’s chronological age, measured intelligence, and age-appropriate education; The disturbance above significantly interferes with academic achievement or activities of daily living that require reading skills; If sensory deficit is present, the reading difficulties are in excess of those usually associated with it. Diagnostic criteria for MATHEMATICS DISORDER: Mathematical ability, as measured by individually administered standardized tests, is substantially below that expected given the person’s chronological age, measured intelligence, and age appropriate education; The disturbance above significantly interferes with academic achievement or activities of daily living that require mathematical ability; If a sensory deficit is present, the difficulties in mathematical abilities are in excess of those usually associated with it. Diagnostic criteria for disorder of WRITTEN EXPRESSION: Writing skills, as measured by individually administered standardized tests (or functional assessments of writing skills) are substantially below those expected given the person’s chronological age, measured intelligence, and age-appropriate education; The disturbance above significantly interferes with academic achievement or activities of daily living that require the composition of written texts (e.g., writing grammatically correct sentences and organized paragraphs; If a sensory deficit is present, the difficulties in writing skills are in excess of those usually associated with it. |
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