Definitions and Characteristics

Learning Disabilities

There are many different definitions for the term "learning disability." Some of these are listed below so you can note the similarities and differences. As the relatively new field of the study of learning disabilities progresses, a consensus is being built regarding the defining features of a learning disability. There is much controversy in the field based on the different ways of conceptualizing this category of disability and the intersection between the science of learning disabilities and the socio-political aspects of the disorder.

Generally, the term "learning disability" is used to describe a group of disorders that compromise an individual’s ability to use language efficiently and effectively. This may express itself through subtle to severe difficulties with oral expression, listening comprehension, reading, writing and math. There are some who also include weaknesses in planning and organization, attention and poor social skills within the category of learning disabilities.

Research indicates that specific cognitive processing deficits are causative to these disorders. The National Joint Committee on Learning Disabilities (NJCLD, 1994) developed the following definition:

Learning disabilities is a general term that refers to a heterogeneous 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 and presumed to be due to central nervous system dysfunction, and may occur across the life-span. 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, (for example, sensory impairment, mental retardation, serious emotional disturbance) or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences.

The Interagency Committee on Learning Disabilities (1989) created this definition:

Learning disabilities is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, and writing, reasoning, or mathematical abilities or of social skills. These disorders are intrinsic to the individual and though a learning disability may occur concomitantly with other handicapping conditions (e.g. sensory impairment, mental retardation, social and emotional disturbance) with social environmental influences (e.g. cultural differences, insufficient or inappropriate instruction, psychogenic factors) and especially with attention deficit disorder, all of which may cause learning problems, a learning disability is not a direct result of those conditions or influences.

Section 504 of the Rehabilitation Act of 1973 refers to the learning disability 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, write, spell or do mathematical calculations."

The National Clearinghouse on Post-secondary Education for Individuals with Handicaps defines a learning disability as: "a documented perceptual handicap which affects the ability to process information in people of average or above average intelligence."

If all of this is not complicated enough, there are those who refer to a learning disability as a type of "dyslexia." This term is used to describe specific difficulties with reading. "Dysgraphia" refers to a disability with writing and "dyscalculia" is the term to for a disability in math.

In the Diagnostic and Statistical Manual IV, the reference book used by psychologists that defines diagnostic criteria for specific disorders, these disorders of learning, which occur during the developmental period, are referred to as Developmental Reading Disorder, Developmental Math Disorder, Developmental Writing Disorder.

There seems to be agreement that a learning disability is produced by something different about the way individuals process information. Specific rather than generalized cognitive processing deficits are blamed for the difficulties these individuals experience learning in specific academic areas. The field of reading is the most researched and there is a strong body of evidence that phonological processing weakness underlie the difficulties for this subset of individuals who experience delays or deficits in reading. Phonological processing refers to the ability to become aware of and to manipulate sounds.

The controversy about learning disabilities extends beyond definition. It revolves, as well, around the measurement of learning disabilities. Each local educational agency (LEA) has been allowed to operationalize the definition of a learning disability using its own criteria. These criteria often rely on "discrepancy formulas" to determine if the individual is eligible for services under the category of learning disability. A "significant" discrepancy between an IQ and an achievement score must be demonstrated in order to meet the criteria. The intention was to insure that students of average to above average intelligence rather than those who have below average intellectual abilities are selected for this category. The discrepancy formula has been criticized on psychometric, psychological and ethical grounds.

The confusion with definition and imperfections with measurement, however, do not invalidate the legitimacy of the category of learning disability, itself. These problems do make it important not to make assumptions about what a student can achieve based on the label of "learning disabled." It also becomes important for the student not to become disabled by the label, assuming that some subjects are out of reach.

There is a considerable body of scientific information that supports the disability of individuals with specific processing disorders or learning disabilities. These are disorders that occur across the life-span although are not consistent hindrances to learning. For example, some individuals may have difficulty during the early stages of learning (i.e. learning to read) and then master skills sufficiently to perform adequately during middle and secondary school. Later, during college, when demands for efficiency increase, the disability may re-emerge.

Students with learning disabilities often experience difficulties reading efficiently and effectively and with writing. It often takes them longer to complete assignments and their written work may look quite immature compared to their oral comments in class. They might have problems with memory and become overwhelmed when subjects require huge amounts of new factual information. They may lack study skills or, if they are familiar with these skills, they may not use them regularly or know how to apply them to different types of academic tasks.

You can help by providing clear expectations, alternative sources of information, opportunities to learn through experiences, different instructional methods and models for assignments. Encourage the student to check in with you regularly and discuss what is working for him/her and what is difficult in your course. A study-buddy or mentor is often helpful to students with learning disabilities.