Learning disability (LD) is a term used to describe difficulty in learning new information, accessing learned information, and communicating information in a comprehensible manner. People with learning disabilities do not lack intellectual ability, rather they have difficulty processing information and using the information and skills that they have already learned.
A LD is a neurological disorder that affects the brain’s ability to receive, process, store, and respond to information. A LD usually impacts academic skills including reading, writing, speaking, listening, and mathematics. These disorders are also referred to as dyslexia, dysgraphia, dyscalculia, expressive language disorder, receptive language disorder, aphasia, dysphasia, or language-based LD. In addition, related terms that are sometimes heard include nonverbal LD (NVLD), visual processing disorder, central auditory processing disorder, and executive functioning disorder.
IDEA’s Definition of Specific Learning Disability
For special education identification purposes, the federal government in 2004 defined a specific learning disability (SLD) in the Individuals with Disabilities Education Act (IDEA 2004) as follows:
“(10) Specific learning disability -(i) General. Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.
(ii) Disorders not included. [SLD] does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of intellectual disability, of emotional disturbance, or of environmental, cultural, or economic disadvantage.” [34 CFR ยง300.8(c)(10)]
IDEA 2004 identifies eight specific LDs: reading decoding, reading fluency, reading comprehension, written expression, oral expression, mathematics calculation and mathematics problem solving, and listening comprehension.
Reading Disability
Children with a reading decoding disability have difficulty with word recognition and decoding print. They struggle to sound out words or overgeneralize site words. These children have difficulty with sound-symbol correspondence as they have not cracked the alphabetic code.
A reading fluency disability has to do a child’s reading rate, accuracy, and prosody. Fluent readers automatically recognize text which frees up cognitive resources to focus on comprehension, therefore, a reading fluency LD is related to decoding and automatic word recognition.
A specific reading comprehension LD is related to being able to form meaning and understand what has been read.
Written Expression Disability
Students with a written expression disability have difficulty processing information to organize their thoughts and produce them in written format. They may have difficulty writing complete sentences, grammar and punctuation may be difficult, and the motor aspects of writing may be troublesome.
Oral Language Disability
A child with an oral expression LD has difficulty expressing him/herself using words. S/he may become frustrated when speaking because s/he is unable to effectively communicate his/her thoughts.
A listening comprehension disability impacts a child’s ability to understand and make sense out of what is being said to him/her.
Mathematics Disability
Students with a math calculation LD have difficulty learning basic math skills including math facts, identifying signs and their meanings, and understanding alignment and place value.
A math problem-solving disability impacts a student’s ability to effectively solve word problems. These students have difficulty knowing the correct steps and types of calculations required for problem-solving, developing a plan to attack the problem, and understanding what the problem is asking.
My Child is Struggling
If you are concerned about your child’s academic progress or worried that they may have a learning disability then you need to reach out and contact your child’s teacher. Teachers will let you know if your child is making appropriate progress. If you are still concerned after meeting with the teacher then you can ask that a special education evaluation be conducted to determine if your child has a learning disability. If s/he does then the school is able to provide him/her with additional educational services. Sometimes, consulting with an educational advocate is helpful during this process as they are familiar with the special education laws and procedures, and they are on your side to assist you in obtaining appropriate services for your child.
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