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The Individuals with Disabilities Education Act (IDEA),
the federal special education law, defines learning disabilities
as follows:
“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,
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 handicaps, brain injury, minimal brain dysfunction,
dyslexia, and developmental aphasia. The term does
not include children who have learning problems
which are primarily the result of visual, hearing, or motor
handicaps, of mental retardation, of emotional disturbance,
or of environmental, cultural or economic disadvantage.
Children who meet the following criteria are included in
the definition of learning disabilities: 1) children who have
average to above average intellectual abilities, yet 2) are
failing, struggling with, or experiencing significant difficulties
in learning one subject or a number of subjects despite exposure
to a “normal” teaching environment, and (3) whose
learning problems are not secondary to one or more of the
exclusions listed in the federal law above (visual, hearing,
motor handicaps, mental retardation, emotional disturbance,
environmental, cultural or economic disadvantage.)
Learning disabilities are the most common developmental
disability found in children and adults. Of the approximately
five million children receiving special education services
in the US, more than half have specific learning disabilities.
“Learning disabilities” describes a group of chronic
neurological deficits that affect the ability to master new
learning commensurate with a person’s intelligence.
Although a person with learning disabilities can benefit from
early and accurate diagnosis, the impact of this disorder
can persist throughout life.
Learning disabilities occur when the brain doesn’t
perform correctly all that it is supposed to do with regard
to learning. It is important to remember that learning disabilities
are not behavioral disorders or problems with motivation (“He
could do it if he tried.”) — although, left untreated,
inappropriate behavior and problems with motivation may develop.
Steps to Take
When a child is having trouble learning and is suspected
of having learning disabilities, he/she should be evaluated
by a comprehensive interdisciplinary team assessment. This
assessment can be requested of the school by the parents or
the school may initiate the assessment, with parental approval.
Generally, the assessment includes vision and hearing screenings,
a health history, a physical examination, behavioral profiles,
IQ tests, and educational testing. A detailed speech and language
screening may also be conducted as well as a social work evaluation
of the family history and current family functioning.
If a child is found to have a learning disability, an Individualized
Education Program (IEP) will be developed by school personnel
and the parent outlining the appropriate education program
for the child. The assessment and development of the IEP are
required by IDEA. Parents will find information regarding
the special
education process in this law and the regulations that
implement it. Advocacy manuals included in resources listed
below will also give guidance as parents begin to navigate
the special education process.
What About Adults?
Sometimes learning disabilities are not identified in childhood.
After struggling with learning problems for years, adults
may pursue an evaluation to determine whether or not specific
learning disabilities are involved.
Resources
Advocacy,
Inc.
Advocacy
Handbook: A Parents Guide for Special Education
LD Online
Reference:
Accardo, Pasquale J. The Invisible Disability.
Understanding Learning Disabilities in the Context of Health
and Education. Washington, DC: National Health & Education
Consortium, 1996
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