Of Learning Disabilities

Learning Disabilities (LD) are the largest category of exceptionalities representing 40% of all disabilities.  An invisible handicap impacting the processing of information, by definition LD impacts students with an IQ of 85+ (e.g. average intelligence).  LD is generally seen as a neurological problem that affects how the brain perceives and processes information.

A computer analogy provided by Dr. K. Heikilla may help here.  LD occurs beyond the input stage of information at the processing, storage and output stages.

A) Characteristics of LD students


There are 7 academic/ language impacts (Smith, 2009):

1. Reading Skills
2. Reading Comprehension
3. Mathematical Calculations
4. Mathematical Reasoning
5. Written Expression
6. Oral Expression
7. Listening Comprehension

Other common characteristics of LD include:

• Socio-emotional problems
• Attention difficulties and hyperactivity
• Memory, cognition, metacognition difficulties
• Motor skills or perceptual ability difficulties 

B) Identifying LD students
The main criterion for identifying learning disabilities is a "severe discrepancy between ability and achievement that cannot be explained by another disabling condition or lack of learning opportunity." (Polloway, Smith et al. (2009). Teaching Students with Learning Disabilities.)

The main perceptual skills an LD student may be impacted by are:

1. Identification - Dyslexia - learning limited by numbers and letters being jumbled, e.g. not related to spatial orientation (More on dyslexia at BC Health Link).
2. Discrimination - Ability to notice increasingly subtle likeness and differences of items
3. Sequencing - Ability to recognize meaningful order and item position (spelling/math)
4. Closure - Ability to fill in gaps by activating prior learning to create meaningful whole (humour/sarcasm)
5. Figure-Ground - Ability to priortize items, to focus on relevant, ignore the relevant

Here is a video, My Life with a Learning Disability, where Andrew tells of his experience and how he wishes that learning in school had no time limit.
Check the sidebar for more LD resources and links.   I hope these resources will help students and parents understand the experience of having LD as told by students who have it.

Teachers should also ensure that other factors are not the primary cause for the behaviour or outcomes.  They should screen for cultural and linguistic differences and ensure that the indicators are not just unco-operative behaviour.

Teachers should also use assessment tools as a diagnostic on the correct identification of LD and to identify the type of perceptual skill that is affected so they can intervene appropriately.

Parents and students should be assured that no single cause is usually identifiable for their child.  Pinpointing the cause is not critical to developing effective plans and strategies for assisting LD.

C) Classroom modifications and adaptations 


At the secondary level, students with LD continue to need basic skill assistance as well as strategies that make them more efficient learners.  Application of Life skills is also recommended.

Other adaptations include:

• Use of graphical organizers (tables, fishbone diagrams, webs, event maps or story maps)
• Accessing less advanced texts from publishers
• Highlighting and summarizing key ideas
• Text to voice programs like Read Please
• Voice to text programs like Dragon Speaking
• Seating and physical accomodations
• Incorporation of Educational Assistants where possible

A Learning Disability Case Study completed by this blog author and colleagues can be found in this post.  A series of websites, tapes, books and audio are suggested as well as classroom accommodations.