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Learning disability is a term that covers a wide range of types and severities of learning disorders

Generally these include one or more of the following:

difficulty with input (auditory or visual perception)

integration (organizing, ordering, abstracting)

memory (short and long term, working)

output (expression)

motor skills (fine and gross)

NOT problems with emotional regulation, intellectual capacity, or impairment of they senses

A learning disability impairs the learning process in specific academic areas (of otherwise normal or above normal intellectual capacy) vs. an intellectual disability which is a developmental disorder which can impede certain cognitive processes (stjudes)

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Learning disabilities may be defined in practical, medical and legal terms. The common theme in all three definitions is that a learning disability is a disorder in one or more basic psychological processes that may manifest itself as an imperfect ability in certain areas of learning, such as reading, written expression, or mathematics.

Practical Definition

The term "learning disabilities", sometimes referred to as specific learning disabilities, is an umbrella term that covers a range of neurologically based disorders in learning and various degrees of severity of such disorders. Predecessor terms include: minimal brain damage and minimal brain dysfunction.

Broadly speaking, these disorders involve difficulty in one or more, but not uniformly in all, basic psychological processes: (1) input (auditory and visual perception), (2) integration (sequencing, abstraction, and organization), (3) memory (working, short term, and long term memory), (4) output (expressive language), and (5) motor (fine and gross motor).

Learning disabilities vary from individual to individual and may present in a variety of ways. Learning disabilities may manifest as difficulty: (1) processing information by visual and auditory, means, which may impact upon reading, spelling, writing, and understanding or using language, (2) prioritizing, organizing, doing mathematics, and following instructions, (3) storing or retrieving information from short or long term memory, (4) using spoken language, and (5) clumsiness or difficulty with handwriting.

Learning disabilities are not emotional disturbances, intellectual disabilities, or sensory impairments. They are not caused by inadequate parenting or lack of educational opportunity.

Cognitive assessment, including psychoeducational or neuropsychological evaluation, is of critical importance in diagnosing a learning disability. Learning disabilities may be diagnosed by qualified school or educational psychologists, by clinical psychologists, and by clinical neuropsychologists who are trained and experienced in the assessment of learning disabilities.

Medical Definition

The draft Fifth Edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) contains a section for Neurodevelopmental Disorders, and, within that section, a category for Specific Learning Disorder. The Neurodevelopmental Disorders Section also contains categories for Communications Disorders and Motor Disorders. Specific Learning Disorder in draft DSM-V includes difficulties in reading, written expression, and mathematics.

DSM-IV-TR, which is currently in effect, includes: Reading Disorder, Mathematics Disorder, Disorder of Written Expression, and Learning Disorder Not Otherwise Specified (NOS).

Legal Definition

The Individuals with Disabilities Education Act (IDEA) provides that "specific learning disability" means "a disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations." Such term "includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia." Such term does not include "a learning problem that is primarily the result of visual, hearing, or motor disabilities, of intellectual disabilities, of emotional disturbance, or of environmental, cultural, or economic disadvantage." 20 U.S.C Section 1401 (30).

The term "learning disabilities" is not expressly defined in the Americans with Disabilities Act (ADA) , but courts have referred to the IDEA definition in cases involving the ADA.

Why Provide Educational Services of Accommodations to Individuals with Learning Disabilities?

Learning disabilities are life long impairments that may impact all areas of an individual's life. It is important to provide services and accommodations that a re required by law, not just because of the legal requirement, but also because providing these services and accommodations benefits individuals with learning disabilities and society overall by facilitating full participation in society by individuals with learning disabilities.

Adopted by the LDA Board of Directors September 22, 2012

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Learning disabilities may be defined in practical, medical and legal terms. The common theme in all three definitions is that a learning disability is a disorder in one or more basic psychological processes that may manifest itself as an imperfect ability in certain areas of learning, such as reading, written expression, or mathematics.

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a student who does not achieve grade or age appropriate levels in speaking, listening, writing, reading comprehension, math reasoning

gaps in one of the above areas compared to mental ability or achievement (ldaamerica)

mixing up words, trouble following steps or directions, trouble with pattern recognition (edutopia)

missing assignments, poor assessment results, disorganized, difficulty with time management, easily frustrated, distracting or avoidant behavior, avoids certain material

behaviorial issues in class such as attitude, anxiety, irritation, major changes in behavior, skipping class or often late (gorick)

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speak with a student in a space and time where the student can feel comfortable sharing-- find out if there are circumstances causing the behavior

offer guidance and help regarding material or areas where the student is struggling

use outside resources as necessary for students who may be struggling with mental health concerns or external/internal stressors

followup with guardians/higher level faculty when appropriate to create a personalized learning plan for the student (depending on administration structure for struggling students)

continue to check in with students even as they may be improving

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How do you know when a student is struggling? Better yet, what are ways that we as educators can support them? In this article, we'll dive into some of the common - and uncommon! - signs that a student might need an extra hand, as well as some potential ways to navigate these situations.

Does any of this sound familiar? A student is consistently struggling to receive good grades. In the classroom, they often act out or get easily irritated with your or their peers. Or, a normally straight-A student suddenly has a drop in performance that continues without improvement. They don't seem like their normal, bubbly self in class, and they don't seem to talk to their friends as much like they used to.

So what does it mean? There can be a myriad of reasons for this kind of behavior - not understanding material, problems at home or in social life, mental health challenges - but it's important to learn the signs so you can recognize, and intervene, before it escalates.

Have suggestions, comments, or questions to improve this post or others? Please use this Google Form!

Academically, a struggling student might exhibit the following signs:

1. Rarely turning in or completing assignments

2. Poor quiz/test results

3. Might work longer than others on material but still make very little progress

4. Is easily frustrated by material

5. Avoids being called on if they don't understand the material

6. They don't take good notes or have trouble keeping things organized

7. Distracting others, or the teacher, to get out of doing the work

8. Does a good job on specific problem-sets or pieces of material but often stays there to avoid moving onto material they don't understand

9. Irritation and anger (towards teacher, students, even friends)

10. Using the bathroom for extended periods of time (to get out of whatever the work is)

Emotionally, or in regards to mental health, a struggling student might exhibit the following signs:

These signs should be seen as a change from normal behavior.

1. Rarely turning in or completing assignments

2. Skips class, or is routinely late

3. Puts hoodie on, sleeps in class, or has head down on desk

4. Significant apathy or tiredness, even when material previously interested them

5. Exiting the classroom abruptly and coming back later

6. Anxious behaviors (tapping feet, biting nails, playing with hands, hair, or clothes, not from boredom)

7. Change in tone and affect (monotone voice, flat facial expressions)

8. Wearing the same clothes repeatedly, unwashed or unkempt hair

9. Irritation and anger (towards teacher, students, even friends)

10. Using the bathroom for extended periods of time (avoiding socializing, having trouble with emotion regulation, etc.)

More often than not, students don't tell their teachers they're struggling. They might feel like the teacher doesn't care, they're afraid they're going to be pitied (or bullied), or maybe they worry about putting pressure on friends and family about their struggles. They might not want to seem uncool or vulnerable in front of their teacher or others. That's why it is so important to recognize early signs of struggling, before there are escalations that can lead to more intense disciplinary actions or expulsion.

What can you do as an educator?

One option? Ask your student to meet with you privately after class, or during a time when you're both available to chat. Start the conversation off with an ice-breaker: how their week is going, if they saw the football game, if they're excited for an upcoming event.

Next, you'll want to gently ask them about what's been going on.

You might want to use statements like the following:

I noticed you hadn't turned in your homework on Wednesday. You're usually on top of those kinds of things. Is everything okay?

I saw that you've been getting into more arguments with your classmates. This isn't behavior I would expect from you. Is there something going on we should talk about?

I haven't gotten my assignments back from you, and I noticed you weren't too interested in answering questions today in class. Is there something about the material that isn't making sense to you?

You want to give the student room to feel safe and heard if something is going on. If the student does open up to you about something going on - maybe they're going through a break-up, or they are really lost in the current academic unit - this is your opportunity to be empathic, and to potentially offer solutions.

Solutions depend on what the problem is. For example, if it's an academic issue and the student isn't grasping particular material, or gets confused with a new unit, this might be the time to offer one-on-one guidance, refer to a tutor, or ask for another, older student to tutor them. Remind them kindly of your expectations: completed, quality, on-time material - and remind them that they can come to you at any time if they struggle in the future.

Utilizing the counselor's office, or offering one-on-one chats, would be appropriate for individuals who are suffering with mental health concerns. Just remember that it isn't your job to fix what they're going through, but to be a support and figure they can turn to for guidance - somebody who is on "their side." Usually, mental health problems are bigger than one person, and that's when using discretion and informing parents/guardians as well as higher level faculty members can be important.

Ideally, having "check-in" times with these students, even when they seem to be doing better, is helpful to remind them of their goals and that they have you as a support figure. Stay cognizant, be compassionate, and don't be afraid to pull somebody aside to say, "Hey, what's going on?" as a means to help them in the moment, and as a way to prevent things from escalating down the road.

Sources:

Bates, A. (2022, March 10). Spotting the signs that pupils are struggling. Optimus Education. Retrieved October 7, 2022, from https://my.optimus-education.com/spotting-signs-pupils-are-struggling

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How To Spot A Student Who Is Struggling | Gorick

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In this article, we'll dive into some of the common - and uncommon! - signs that a student might need an extra hand.

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Differentiating Between a Language Need and a Learning Disability

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Differentiating Between a Language Need and a Learning Disability

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A language need are the linguistic resources necessary to be successful in various situations. For students, this means the language skills they need to perform academic tasks i.e. in an English speaking classroom, students need to have English proficiency and skills for the academic and social contexts of school.

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use appropriate assessments for learning disabilities or language instruction following observations and communications

involve necessary external resources such as counselors, administration, or parents

set up the appropriate personal learning plan such as IEP (US) for student

adjust classroom and personal instruction based on assessments and accommodations for the student

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Struggling Due to a Language Difference (Butterfield)

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Struggling Due to a Language Difference (Butterfield)

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student's struggles are not apparent or alleviated in L1 (their first language)

problems understanding due to vocabulary, sentence structure, lack of background knowledge (compared to expressiveness in L1 even if not L2)

with practice the student makes progress in remembering letter sounds (phonemic awareness), some issues related to pronunciation but improves with instruction over time

makes errors that are perhaps carryover patterns from L1 such as syntax, writing may take more time than verbal skills, leaning on L1 sounds or patterns

instruction in L1, visuals, direct instruction aid the student

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Struggling Due to a Learning Disability (Butterfield)

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Struggling Due to a Learning Disability (Butterfield)

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consistent confusion in L1 and L2, takes a long time in both languages, forgets directions in both

difficulty summarizing or sequencing events in L1 and L2, speaks little in either language

language errors not related to L1, cannot remember sounds or blend them, consistently confusing words/sounds, random omissions or grammar errors

difficulty paying attention, avoids writing regardless of L1 or L2

errors due to letter reversals or confusing the beginning or endings sounds, random errors

difficulty remembering math facts, forget steps for solving

difficulty copying images or symbols like shapes and symbols

inattentive in most environments regardless of language comprehension, consistently missing schoolwork despite time and assistance offered at school