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 asAttention 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 deliverssomeeducational 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 componentProgram Activities and Techniques*

SequencingThe 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.

SegmentationThe 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 sound in that word).

Segments or synthesizes component parts (e.g., sounds out each phoneme in a word, then blends the sounds together).

Advanced organizersThe teacher:

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 LDInstruction componentProgram Activities and Techniques*

Directed response/questioningThe teacher:

Asks questions.

Encourages students to ask questions.

The teacher and student(s):

Engage in dialogue.

Control difficulty of processing demands of taskThe teacher:

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.

ElaborationThe activities:

Provide student with additional information or explanation about concepts, steps, or procedures.

Use redundant text or repetition within text.

Modeling of steps by the teacherTeacher demonstrates the processes and/or steps the students are to follow.

Group instructionInstruction and/or verbal interaction takes place in a small group composed of students and teacher

Strategy cuesThe teacher:

Reminds the student to use strategies or multiple steps.

Explains steps or procedures for solving problems.

The activities:

Use "think aloud" models.

List the benefits of strategy use or procedures.

Increasing Word Recognition Skills in Students With LD

Instruction componentProgram Activities and Techniques*

SequencingThe 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.

SegmentationThe 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 sound in that word).

Segments or synthesizes component parts (e.g., sounds out each phoneme in a word, then blends the sounds together).

Advanced organizersThe teacher:

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.