What is a Learning Disability?

A learning disability is a neurological disorder. In simple terms, a learning

disability results from a difference in the way a person's brain is "wired."
Children with learning disabilities are as smart or smarter than their peers. But
they may have difficulty reading, writing, spelling, reasoning, recalling and/or
organizing information if left to figure things out by themselves or if taught in
conventional ways.
A learning disability can't be cured or fixed; it is a lifelong issue. With the right
support and intervention, however, children with learning disabilities can succeed
in school and go on to successful, often distinguished careers later in life.
Parents can help children with learning disabilities achieve such success by
encouraging their strengths, knowing their weaknesses, understanding the
educational system, working with professionals and learning about strategies for
dealing with specific difficulties.

Not all great minds think alike

Did you know that Albert Einstein couldn't read until he was nine? Walt Disney,
General George Patton, and Vice President Nelson Rockefeller had trouble
reading all their lives. Whoopi Goldberg and Charles Schwab and many others
have learning disabilities which haven't affected their ultimate success.

Facts about learning disabilities

Fifteen percent of the U.S. population, or one in seven Americans, has

some type of learning disability, according to the National Institutes of
Health.
Difficulty with basic reading and language skills are the most common
learning disabilities. As many as 80% of students with learning disabilities
have reading problems.

Learning disabilities often run in families.

Learning disabilities should not be confused with other disabilities such as

autism, intellectual disability, deafness, blindness, and behavioral
disorders. None of these conditions are learning disabilities. In addition,
they should not be confused with lack of educational opportunities like
frequent changes of schools or attendance problems. Also, children who
are learning English do not necessarily have a learning disability.

Attention disorders, such as Attention Deficit/Hyperactivity

Disorder (ADHD) and learning disabilities often occur at the same time,
but the two disorders are not the same.

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.

Characteristics of Students with Learning

Disabilities
Typical characteristics of students with LD are listed below. These characteristics, taken
independently or in combination do not necessarily indicate a learning disability.
Reading

Confusion of similar words, difficulty using phonics, problems reading multi-syllable

words.
Slow reading rate and/or difficulty adjusting speed to the nature of the reading task.
Difficulty with comprehension and retention of material that is read, but not with
material presented orally.

Writing

Difficulty with sentence structure, poor grammar, omitted words.

Frequent spelling errors, inconsistent spelling, letter reversals.

Difficulty copying from board or overhead.

Poorly formed letters, difficulty with spacing, capitals, and punctuation.

Oral Language

Difficulty memorizing basic facts.

Difficulty expressing ideas orally which the student seems to understand.

Problems describing events or stories in proper sequence.

Residual problems with grammar, difficulty with inflectional or derivational endings.

Math

Difficulty memorizing basic facts.

Confusion or reversal of numbers, number sequence, or operational symbols.

Difficulty reading or comprehending word problems.

Problems with reasoning and abstract concepts.

Study Skills

Poor organization and time management.

Difficulty following directions.

Poor organization of notes and other written materials.

Need more time to complete assignments.

Social Skills

Difficulty "reading" facial expressions, body language.

Problems interpreting subtle messages such as sarcasm.

Confusion in spatial orientation, getting lost easily, difficulty following directions.

Disorientation in time, difficulty telling time.

Preschool

Speaks later than most children

Pronunciation problems

Slow vocabulary growth, often unable to find the right word

Difficulty rhyming words

Trouble learning numbers, alphabet, days of the week, colors, shapes

Extremely restless and easily distracted

Trouble interacting with peers

Difficulty following directions or routines

Fine motor skills slow to develop

Grades K-4

Slow to learn the connection between letters and sounds

Confuses basic words (run, eat, want)

Makes consistent reading and spelling errors including letter reversals

(b/d), inversions (m/w), transpositions (felt/left), and substitutions
(house/home)

Transposes number sequences and confuses arithmetic signs (+, -, x, /,

=)

Slow to remember facts

Slow to learn new skills, relies heavily on memorization

Impulsive, difficulty planning

Unstable pencil grip

Trouble learning about time

Poor coordination, unaware of physical surroundings, prone to accidents

Grades 5-8

Reverses letter sequences (soiled/solid, left/felt)

Slow to learn prefixes, suffixes, root words, and other spelling strategies

Avoids reading aloud

Trouble with word problems

Difficulty with handwriting

Awkward, fist-like, or tight pencil grip

Avoids writing assignments

Slow or poor recall of facts

Difficulty making friends

Trouble understanding body language and facial expressions

High School Students and Adults

Continues to spell incorrectly, frequently spells the same word differently

in a single piece of writing
Avoids reading and writing tasks

Trouble summarizing

Trouble with open-ended questions on tests

Weak memory skills

Difficulty adjusting to new settings

Works slowly

Poor grasp of abstract concepts

Either pays too little attention to details or focuses on them too much

Misreads information

Tips on how to organize information about your child's learning

disability

Start a folder of all letters and materials related to your child's education.
Add copies of school files and names and dates of all tests and results,
including medical exams and information from other professionals.

Collect samples of schoolwork that demonstrate your child's difficulties, as

well as strengths.

Keep a contact log of discussions with professionals.

Keep a log of your own observations.

Helping children with learning disabilities tip 1: Take charge of your

child's education
In this age of endless budget cuts and inadequately funded schools, your role in your
childs education is more important than ever. Dont sit back and let someone else be
responsible for providing your child with the tools they need to learn. You can and should
take an active role in your childs education.
If there is demonstrated educational need, the school is required by law to develop an
Individualized Education Plan (IEP) that delivers some educational benefit, but not
necessarily one that maximizes student achievement. Parents who want the best for
their kids may find this standard frustrating. Understanding special education laws and
your schools guidelines for services will help you get the best support for your child at
school. Your child may be eligible for many kinds of accommodations and support
services, but the school might not provide services unless you ask for them.

Tips for communicating with your childs school:

Being a vocal advocate for your child can be challenging. Youll need superior
communication and negotiation skills, and the confidence to defend your childs right to a
proper education.

Clarify your goals. Before meetings, write down what you want to accomplish.

Decide what is most important, and what you are willing to negotiate.
Be a good listener. Allow school officials to explain their opinions. If you dont
understand what someone is saying, ask for clarification. What I hear you saying
is can help ensure that both parties understand.

Offer new solutions. You have the advantage of not being a part of the
system, and may have new ideas. Do your research and find examples of what
other schools have done.

Keep the focus. The school system is dealing with a large number of children;
you are only concerned with your child. Help the meeting stay focused on your

child. Mention your childs name frequently, dont drift into generalizations, and
resist the urge to fight larger battles.

Stay calm, collected and positive. Go into the meeting assuming that
everyone wants to help. If you say something you regret, simply apologize and
try to get back on track.

Dont give up easily. If youre not satisfied with the schools response, try
again.

Recognize the limitations of the school system

Parents sometimes make the mistake of investing all of their time and energy into the
school as the primary solution for their childs learning disability. It is better to recognize
that the school situation for your child will probably never be perfect. Too many
regulations and limited funding mean that the services and accommodations your child
receives may not be exactly what you envision for them, and this will probably cause you
frustration, anger and stress.
Try to recognize that the school will be only one part of the solution for your child and
leave some of the stress behind. Your attitude (of support, encouragement and
optimism) will have the most lasting impact on your child.

Helping children with learning disabilities tip 2: Identify how your

child learns best
Everyonelearning disability or nothas their own unique learning style. Some people
learn best by seeing or reading, others by listening, and still others by doing. You can
help a child with a learning disability by identifying his or her primary learning style.
Is your child a visual learner, an auditory learner, or a kinesthetic learner? Once youve
figured out how he or she learns best, you can take steps to make sure that type of
learning is reinforced in the classroom and during home study. The following lists will
help you determine what type of learner your child is.

Is your child a visual learner?

If your child is a visual learner, he or she:

Learns best by seeing or reading

Does well when material is presented and tested visually, not verbally

Benefits from written notes, directions, diagrams, charts, maps, and pictures

May love to draw, read, and write; is probably a good speller

Is your child an auditory learner?

If your child is an auditory learner, he or she:

Learns best by listening

Does well in lecture-based learning environments and on oral reports and tests

Benefits from classroom discussions, spoken directions, study groups

May love music, languages, and being on stage

Is your child a kinesthetic learner?

If your child is a kinesthetic learner, he or she:

Learns best by doing and moving

Does well when he or she can move, touch, explore, and create in order to learn

Benefits from hands-on activities, lab classes, props, skits, and field trips

May love sports, drama, dance, martial arts, and arts and crafts

Studying Tips for Different Types of Learners

Tips for visual learners:
Use books, videos, computers, visual aids, and flashcards.
Make detailed, color-coded or highlighted notes.
Make outlines, diagrams, and lists.
Use drawings and illustrations (preferably in color).
Take detailed notes in class.
Tips for auditory learners:
Read notes or study materials out loud.
Use word associations and verbal repetition to memorize.
Study with other students. Talk things through.
Listen to books on tape or other audio recordings.
Use a tape recorder to listen to lectures again later.
Tips for kinesthetic learners:
Get hands on. Do experiments and take field trips.
Use activity-based study tools, like role-playing or model building.

 Study in small groups and take frequent breaks.

Use memory games and flash cards.
Study with music on in the background.

Improving Word Recognition Skills:

"The most important outcome of teaching word recognition," Dr. Swanson
emphasizes, "is that students learn to recognize real words, not simply sound
out 'nonsense' words using phonics skills."

What other terms might teachers or other professionals use to describe a child's
problem with "word recognition"
decoding

phonics

phonemic awareness

word attack skills

Increasing Word Recognition Skills in Students With LD

Instruction
component

Program Activities and Techniques*

The teacher:
Breaks down the task (e.g., starts by having the child break an unknown
word into separate sounds or parts they can sound out).
Gradually reduces prompts or cues.
Sequencing

Matches the difficulty level to the task and to the student.

Sequences short activities (e.g., first spends 10 minutes reviewing new
words from a previous lesson, then 5 minutes underlining new words in the
passage, and finally 5 minutes practicing blends).
Uses step-by-step prompts.
The teacher:

Breaks down the targeted skill (e.g., identifying a speech or letter sound)
into
smaller
units or component parts (e.g., sounding out each speech or letter
Segmentation
sound in that word).
Segments or synthesizes component parts (e.g., sounds out each
phoneme in a word, then blends the sounds together).

The teacher:
Advanced
organizers

Directs children to look over material prior to instruction.

Directs children to focus on particular information.
Provides students with prior information about tasks.
Tells students the objectives of instruction upfront.

* May be called "treatment description" in research studies.

Improving reading comprehension skills: What

works?
The most effective approach to improving reading comprehension in students
with learning disabilities appears to be a combination of direct instruction and
strategy instruction. Strategy instruction means teaching students a plan (or
strategy) to search for patterns in words and to identify key passages
(paragraph or page) and the main idea in each. Once a student learns certain
strategies, he can generalize them to other reading comprehension tasks. The
instruction components found most effective for improving reading
comprehension skills in students with LD are shown in the table below. Ideally, a
program to improve reading comprehension should include all the components
shown.

Improving Reading Comprehension in Students With

LD
Instruction component

Program Activities and Techniques*

The teacher:

Directed
response/questioning

Asks questions.
Encourages students to ask questions.
The teacher and student(s):
Engage in dialogue.

Control difficulty of
The teacher:
processing demands of task
Provides assistance (as needed).
Gives a simplified demonstration.
Sequences tasks from easy to difficult.

Presents easy steps or concepts first and moves on to

progressively more difficult steps or concepts (a technique called

task analysis).
Allows student to control level of difficulty.
The activities:
Are short.
The activities:
Provide student with additional information or explanation
about concepts, steps, or procedures.

Elaboration

Use redundant text or repetition within text.

Modeling of steps by the
teacher

Teacher demonstrates the processes and/or steps the students

are to follow.

Group instruction

Instruction and/or verbal interaction takes place in a small group

composed of students and teacher
The teacher:
Reminds the student to use strategies or multiple steps.
Explains steps or procedures for solving problems.

Strategy cues

The activities:
Use "think aloud" models.
List the benefits of strategy use or procedures.

Increasing Word Recognition Skills in Students With LD

Instruction
component
Sequencing

Program Activities and Techniques*

The teacher:
Breaks down the task (e.g., starts by having the child break an
unknown word into separate sounds or parts they can sound out).
Gradually reduces prompts or cues.
Matches the difficulty level to the task and to the student.

Sequences short activities (e.g., first spends 10 minutes reviewing

new words from a previous lesson, then 5 minutes underlining new words in

the passage, and finally 5 minutes practicing blends).

Uses step-by-step prompts.
The teacher:

Segmentation

Breaks down the targeted skill (e.g., identifying a speech or letter

sound) into smaller units or component parts (e.g., sounding out each
speech or letter sound in that word).
Segments or synthesizes component parts (e.g., sounds out each
phoneme in a word, then blends the sounds together).
The teacher:
Directs children to look over material prior to instruction.

Advanced
organizers

Directs children to focus on particular information.

Provides students with prior information about tasks.
Tells students the objectives of instruction upfront.