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It was founded in 1978 in Vermont for boy students with learning disabilities in grades 6-12.

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Learning and attention issues are brain-based difficulties in reading, writing, math, organization, focus, listening comprehension, social skills, motor skills or a combination of these. Learning and attention issues are not the result of low intelligence, poor vision or hearing, or lack of access to quality instruction.

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It was a speech given by Abraham Lincoln. The speech is used as an assignment for students to be better and accomplish goals.

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Raise Awareness
Empower Parents
Equip Teachers
Intervene Early
Personalize Learning
Incorporate Social and Emotional Learning
Build Self-Advocacy Skills
Focus Earlier on Postsecondary Transitions
Advocate for Increased Funding

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Genetics
Toxin Exposure
Adverse childhood experiences

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Here is a web site where you can get more information on learning disabilities.

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Understanding Learning and Attention Issues

Learning and attention issues are more common than many people think, affecting 1 in 5 children. With supportive policies and increased awareness among parents, educators and communities, these students can thrive academically, socially and emotionally.

1 in 5 children in the U.S. have learning and attention issues

Children with dyslexia^, ADHD^ and other kinds of learning and attention issues are as smart as their peers. But without the right support, many fall behind academically and struggle socially. They're more likely to repeat a grade, get in trouble at school or with the law, drop out and struggle as adults to find work. But this downward spiral can be prevented.

This data-intensive report provides insights into the challenges facing the 1 in 5 as well as specifics on how to improve outcomes in school, work and the community. We start with a snapshot of learning and attention issues-focusing on the costs to society when these issues remain unaddressed.

What are Learning and Attention Issues?

Learning and attention issues are brain-based difficulties in reading, writing, math, organization, focus, listening comprehension, social skills, motor skills or a combination of these. Learning and attention issues are not the result of low intelligence, poor vision or hearing, or lack of access to quality instruction.

Common Examples

How common are different kinds of learning and attention issues?

Converging epidemiological evidence indicates at least 1 in 5 children in the U.S. have learning and attention issues. Prevalence estimates vary for conditions such as dyslexia because different studies use different definitions. There is no blood test or other quick way to tell if a child has a learning or attention issue. An accurate diagnosis involves comprehensive assessment protocols that look at many kinds of behaviors and skills.

Comorbidity is common

It's important to keep in mind that many children have more than one learning or attention issue. For example, researchers have found that dyslexia and dyscalculia^ co-occur in 30% to 70% of children who have either disorder. ² Studies also indicate as many as 45% of children with ADHD also have a learning disability^. ³

Public perceptions reveal widespread misconceptions

Raise awareness and reduce stigma among parents, 43% of whom say that they wouldn't want other parents to know if their child had a learning disability.

Clear up misconceptions among educators-a third of whom believe that sometimes what people call learning or attention issues is really just laziness.

Keep learning and attention issues top of mind among healthcare professionals, only a fifth of whom say they almost always ask parents and children about symptoms of learning and attention issues.

Despite how common learning and attention issues are, there is still widespread confusion among the public about the nature and impact of these issues. Recent surveys, detailed below, highlight the perceptions of three key groups: parents, educators and healthcare professionals who work with children between the ages of 3 and 20. These surveys are consistent with previous research on public perceptions ⁴ and underscore the ongoing need to:

Myths About Learning and Attention Issues

48% of parents believe:
Children can grow out of learning disabilities

Learning and attention issues are lifelong conditions involving differences in brain structure and function. Symptoms may change over time, and the right support helps address weaknesses. But age doesn't make these issues "go away."

78% of parents believe:
Any child can do well in school if he or she tries hard enough

When it comes to learning and attention issues, trying harder is not the answer. Children with these issues need targeted interventions and accommodations to help them work on or work around their weaknesses.

18% of parents believe:
Children with learning disabilities are less intelligent than other children

Children with learning and attention issues are as smart as their typically developing peers, and many have average or above-average intelligence. There are many children who are gifted and have learning disabilities. Many schools refer to these children as "twice-exceptional."

Signs of Learning and Attention Issues

Awareness of Issues-and Tools That Schools Can Use to Help

Educators

of classroom teachers in elementary school say a significant challenge they face is lack of resources needed to provide instruction, related services and support to children with learning and attention issues

Healthcare Professionals

New findings point to differences in brain structure and function

New research in the fields of neuroscience and neurogenetics is deepening our understanding of the differences in brain structure and function in children with learning and attention issues. Brain scans and other tools are also helping researchers measure the biological impact that instructional interventions have on children with dyslexia and other issues.

As studies expand how we think about and address learning and attention issues, it's important to note that the science is still emerging and that studies need to be replicated to confirm these findings.

Clinical Caveats

In the field of learning and attention issues, brain imaging technology is still considered to be only a research tool. No brain imaging technology has been validated by the research community for clinical use in lieu of behavioral evaluations to diagnose either ADHD or dyslexia.

There is tremendous variability from one person to the next in terms of brain anatomy and brain function. (The same is also true when it comes to people's genomes-even identical twins don't have identical DNA!) Any differences that might serve as diagnostic markers need to be tested in large-scale studies and replicated by other researchers before brain scans can be used to reliably identify dyslexia in clinical settings.

Laws that guarantee supports and services are essential for improving outcomes for the 1 in 5

Several long-standing legal protections as well as some newer laws protect the rights of children and adults with disabilities, including learning disabilities and disorders such as ADHD.

Federal Laws That Protect the Rights of Children and Adults With Disabilities

Section 504 of the Rehabilitation Act
(Section 504)
1973

Prohibits discrimination against students with disabilities in programs or activities that receive federal funding

Requires school districts to provide accommodations, supports and services to remove barriers and "level the playing field" for general education students with disabilities

Includes some procedural safeguards to ensure that children with 504 plans receive a free and appropriate public education

Protects college students with disabilities from discrimination and offers accommodations

Does not give schools additional funding for eligible students

Individuals with Disabilities Education Act (IDEA)
1990 (and updated in 1997 and 2004)

Replaced the Education for All Handicapped Children Act, which was signed into law in 1975

Requires school districts to find and evaluate-at no cost to parents-children suspected of having disabilities

Provides special education, accommodations, modifications and related services (such as speech therapy and counseling) through Individualized Education Programs (IEPs) that are tailored to meet the needs of each child with a qualifying disability to enable the child to be involved in and make progress in the general education curriculum

Provides early intervention from birth up to age 3 and special education from age 3 to 21

Includes many procedural safeguards to ensure that children with disabilities receive a free and appropriate public education

Gives schools additional funding for eligible students

Americans with Disabilities Act (ADA)
1990

Protects individuals with disabilities from discrimination in any public place, including schools and the workplace

Protects students with disabilities from discrimination at private schools (including colleges and universities)

Ensures that individuals with disabilities have equal access to compete for educational and workplace opportunities and receive necessary accommodations on standardized testing, licensing and other types of assessments

Requires workplaces with 15 or more employees to provide reasonable accommodations to employees with disabilities

Workforce Innovation and Opportunity Act (WIOA)

2014

Improves access to job training, education and employment services for young adults with learning disabilities and other people who have traditionally faced barriers to employment

Expands some services to high school dropouts ages 14 to 24 who are eligible under IDEA or Section 504

Requires states to coordinate services, including those for youth transitioning from high school to postsecondary education

Every Student Succeeds Act (ESSA)
2015

Replaced No Child Left Behind as the main federal law for K-12 general education

Requires states to establish standards from kindergarten through grade 12 to help ensure that students graduate from high school prepared for college or career

Requires states to establish assessments aligned to the standards in English and math for grades 3 through 8 and at least once in high school; also requires assessments in science at least once in high school

Requires states to evaluate schools using academic factors including reading and math scores, English language proficiency test scores and high school graduation rates and another factor related to school quality or student success-to be chosen by states-such as chronic absenteeism or access to advanced coursework

Requires schools to set ambitious goals for all groups of students, such as those in special education, and to use evidence-based methods to help close achievement gaps

Encourages states to use Universal Design for Learning (UDL), a multi-tier system of supports (MTSS) and personalized learning to help meet the needs of all students

Calls for the creation of a national center focused on reading issues for children with disabilities such as dyslexia that will serve as an information clearinghouse for teachers and parents

Research Excellence and Advancements for Dyslexia Act (READ)
2016

Requires the National Science Foundation (NSF) to provide $5 million every year for research on the science of learning disabilities, of which at least $2.5 million per year shall support research focusing specifically on dyslexia

May cover research topics such as:

Early identification of children with learning disabilities

Professional development for teachers

Curricula and tools to help children with learning disabilities

Implementation of successful interventions

State Laws

Over the last decade, 38 states have passed laws that require schools to monitor students' progress in reading between kindergarten and grade 3. These laws emphasize the importance of early screening to help find struggling students before they fall far behind. These laws are often referred to as third-grade reading laws or third-grade retention laws because they require students who can't read at a certain level to repeat grade 3. Some of these laws allow exceptions for students with an IEP^ or 504 plan^.

In addition, 26 states have passed dyslexia laws to help identify and provide early intervention for students with a reading disability. These laws provide funding and require intervention and services for students who are struggling with reading. Many states with these early screening and literacy laws also provide funding for teacher professional development.

The federal government has not delivered on its promise to provide full funding

Federal laws that guarantee equal access and protect the rights of students with disabilities are most effective when schools receive adequate funding to provide essential services and supports. Yet as the number of students with disabilities has increased, the federal government has made drastic cuts to education spending. And Congress has never come close to fulfilling its promise to fund 40% of the extra cost of special education.

In 2016, the federal government covered 16% of the extra cost of special education, leaving states to grapple with this multibillion-dollar shortfall. ⁵
For a full discussion of how to address the challenges and opportunities discussed in this chapter, see NCLD's Recommended Policy Changes.
As schools struggle to provide the services that children with disabilities need-and that federal law requires-it is more critical than ever for parents, educators and others who care about students with learning and attention issues to advocate for increased funding.

SPOTLIGHT

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The State of LD: Understanding Learning and Attention Issues

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Learning and attention issues are more common than many people think, affecting 1 in 5 children. With supportive policies and increased awareness among parents, educators and communities, these students can thrive academically, socially and emotionally. Children with dyslexia^, ADHD^ and other kinds of learning and attention issues are as smart as their peers.