Understanding Learning Disabilities in Students
Learning disabilities (LDs) are neurological disorders that affect how the brain receives, processes, stores, and responds to new information. They are brain-based disorders that can affect the way students read, write, speak, or do math. As a teacher, you want all of your students to reach their academic potential. However, not everyone learns at the same pace or in the same way.
What are Learning Disabilities?
Learning disabilities (LDs) are disorders that stem from differences in how the brain processes information. This could include how you acquire (take in) information, organize information, retain information, understand information, and use information. They can make it harder for a person to learn, remember, or use verbal or nonverbal information-even when they are trying their best and receiving effective instruction. LDs can involve verbal (words or speech) and/or nonverbal information. They typically affect how you read, write, and/or do math. They can range from mild to severe.
Learning disabilities are not the same as low intelligence or global developmental delay. Learning disabilities don’t affect intelligence and are different from intellectual disabilities. In fact, people with learning disabilities often have average, above-average, or gifted intelligence. People with LDs have specific issues with learning. But they have an average or above-average IQ (intelligence quotient). The challenges come from difficulties in the cognitive processes that support learning. Difficulties with listening comprehension and oral expression are listed in the IDEA as areas affected by learning disabilities.
A learning disability is often suggested when a student shows unexpected difficulties in school performance, despite receiving high-quality, individualized instruction. Children with learning differences may find school challenging and have trouble keeping up academically and socially with other students their age. Effective, evidence-based instruction can make a big difference in learning.
Learning disabilities are lifelong, but their impact can change over time. How they affect a person depends on both the environment and the individual’s strengths and needs. Learning disabilities may result from genetic or biological factors, or a combination of both.
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Prevalence of Learning Disabilities
Learning disabilities are relatively common. About 5% of school-aged children globally have LDs. Most people with an LD find out about it early in school. But some people don’t get a diagnosis until adolescence or adulthood.
In 2022-23, the number of students ages 3-21 who received special education and/or related services under the Individuals with Disabilities Education Act (IDEA) was 7.5 million, or the equivalent of 15 percent of all public school students. The number of students ages 3-21 served under IDEA in the United States increased from 6.4 million in school year 2012-13 to 7.5 million in school year 2022-23. Taken as a percentage of total public school enrollment, this equates to an increase from 13 to 15 percent of students. In school year 2022-23, across the 50 states and the District of Columbia, the percentage of public school students served under IDEA ranged from 12 to 21 percent.
Common Types of Learning Disabilities
Several types of learning disabilities can affect students. Here are some common examples:
- Dyslexia: This LD affects your ability to turn your thoughts into written language despite exposure to adequate instruction and education. This impacts a person’s reading and comprehension ability and can affect individuals of all intelligence levels. Dyslexia happens because of disruptions in how your brain processes written words so you can understand them. This may look like issues with spelling simple words, learning the names of letters, rhyming, sounding out new words and more. They may read slowly, have trouble with spelling, and demonstrate difficulty writing. Children may have trouble with phonics as well.
- Dysgraphia: This LD affects your ability to turn your thoughts into written language despite exposure to adequate instruction and education. This may look like issues with handwriting legibility, spelling, holding a pencil correctly, the rate or speed of writing, grammar and more. Individuals with this learning difference may have unclear handwriting and be unable to write in cursive or maintain a straight line when writing.
- Dyscalculia: This LD affects your ability to understand number-based information and math. This may look like issues with counting upwards, doing simple calculations from memory, memorizing multiplication tables, organizing math problems and more. Individuals with dyscalculia have difficulty understanding numbers. Children may have trouble learning basic math, such as addition, subtraction, times table memorization, and fractions, as well as have difficulty telling time.
- Auditory processing disorder (APD): also called central processing disorder, is a condition that affects the way a person processes sound. Individuals with this learning difference find it difficult to understand speech and decipher where certain sounds are coming from.
- Attention deficit disorder (ADD): affects people’s ability to concentrate and focus. When hyperactivity and impulsiveness are added to the mix, we call that attention deficit hyperactivity disorder (ADHD).
- Nonverbal learning disorder: Nonverbal learning disorders affect activities that don’t involve words or speech, like problem-solving, visual-spatial tasks and recognizing social cues. The DSM-5-TR doesn’t currently recognize nonverbal LDs as a type of specific learning disorder. But research shows that about 5% of people with LDs have cognitive and academic difficulties associated with nonverbal LDs. Nonverbal learning disorders can affect social abilities, like using social language (slang or informal language) or understanding facial expressions or body language, executive functioning, like planning, organizing and emotional regulation and visual-spatial awareness, which can cause issues with coordination.
For most racial/ethnic groups, specific learning disabilities and speech or language impairments were the two most common types of disabilities. For Hispanic, American Indian/Alaska Native, and Pacific Islander students, specific learning disabilities and speech or language impairments together accounted for more than 50 percent of those served under IDEA. In contrast, although these two disabilities accounted for 40 percent of Asian students served under IDEA, the most common disability for Asian students was autism (31 percent).
Identifying Learning Disabilities
"While only certified professionals can formally diagnose a learning disability, teachers are often the first to notice key signs," Tanguay said. Struggling to do or understand something can be frustrating or embarrassing. "Teachers should pay attention to social-emotional cues like low self-esteem, frustration or acting out when facing challenges," Tanguay said.
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A learning disability is often suggested when a student shows unexpected difficulties in school performance, despite receiving high-quality, individualized instruction. A child with a learning disability will have struggles that don’t get better with standard teaching or extra help. Parents often say that homework is a “battle” or they find themselves working with the child every night to try to keep up. The child may appear inattentive, especially in school, because they cannot process information like other students.
Typically, learning disabilities are diagnosed by school testing. If you are concerned that your child may have a learning disability, you can request testing from your school. The school will carry out testing (usually IQ, academic achievement, speech and language, and sometimes occupational therapy). Once testing is complete, the special staff and classroom teacher (s) will convene a team and the team will review the testing and determine whether the results of their testing meet the criteria for a “Specific Learning Disability”. After this process, if you continue to have concerns or disagree with the determination, you can seek an independent evaluation by a private provider, such as Boston Children’s Hospital. This independent evaluation can provide further diagnostic information and recommendations. Although the diagnostic findings and recommendations are not legally binding, you can ask to reconvene the team to discuss the findings of the independent evaluation if they are not in agreement with the school determination.
Supporting Students with Learning Disabilities
If the school finds that your child meets criteria for a learning disability, they will develop an Individualized Education Plan, a legally enforceable document that details the services they will provide to address your child’s disability. Hopefully, with this plan in place, your child will make “effective progress” [progress in the general education curriculum that can be formally documented].
Teaching someone with a learning disability starts with recognizing that education isn't one-size-fits-all. "Differentiated Instruction is a responsive approach where teachers adjust their methods, materials and assessments to meet individual student needs," he said.
For success, individuals with learning disabilities need early identification and timely, specialized support at home, in school, and in the community. Effective, evidence-based instruction can make a big difference in learning. People with learning disabilities may also have other conditions such as attention difficulties, behavioral and emotional challenges, sensory impairments, or medical issues.
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Students identified with SLD receive special education services under the Individuals with Disabilities Education Act (IDEA), a law that provides free and appropriate public education to children with disabilities. Enacted in 1975, the Individuals with Disabilities Education Act (IDEA) mandates the provision of a free and appropriate public school education for eligible students ages 3-21. Eligible students are those identified by a team of professionals as having a disability that adversely affects academic performance and as being in need of special education and/or related services. Data collection activities to monitor compliance with IDEA began in 1976.
Educational Environment and Outcomes
Educational environment data are also available for school-age students served under IDEA. a combined 1 percent were homebound or in hospitals, in separate residential facilities (public or private), or in correctional facilities. Students served under IDEA who attended regular schools spent different percentages of time during the school day in general classes, and these percentages changed over time.
Data are also available for students ages 14-21 served under IDEA who exited school during school year 2021-22. Approximately 464,000 students ages 14-21 served under IDEA exited school. less than one-half of 1 percent died.
Among students ages 14-21 served under IDEA who exited school in school year 2021-22, the percentages who exited for various reasons differed by race/ethnicity. The percentage of exiting students who graduated with a regular high school diploma was highest for Asian students (78 percent) and lowest for Black students (68 percent). The percentage of exiting students who received an alternative certificate was highest for Asian students (14 percent) and lowest for American Indian/Alaska Native students (4 percent).
Among students ages 14-21 served under IDEA who exited school in school year 2021-22, the percentages who exited for various reasons also differed by type of disability. The percentage of exiting students who graduated with a regular high school diploma was highest for students with hearing impairments (84 percent) and lowest for students with multiple disabilities (40 percent). The percentage of exiting students who received an alternative certificate was highest for students with multiple disabilities (39 percent) and lowest for students with specific learning disabilities (5 percent).
The Role of Educators
"When you understand how students with learning differences process information, you gain a clearer understanding of all students," said Dr. Tanguay. "When we are prepared to recognize (students') needs and empower their strengths, we help shape confident, capable individuals far beyond the classroom," he said.
As a teacher, you want all of your students to reach their academic potential. However, not everyone learns at the same pace or in the same way.
Long-Term Outlook
The outlook depends on many factors. In most cases, if the child receives good educational and family support and can be directed to occupations and pursuits that call upon their strengths, they do very well as adults.
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