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A learning disability is defined as one of a number of neurodevelopmental disorders that impacts a person's ability to learn and to apply other academic and learning skills.

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Persons with learning disabilities have been assessed with intellectual abilities that are at least in the average range.

The LD results in academic achievement that is inconsistent with the student's intellectual ability or the academic achievement can only be maintained with extreme effort and/or support.

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An LD may impact academic areas such as reading, writing and mathematics.

An LD may also be associated with deficits in cognitive processes such as:

phonological processing

memory and attention

processing speed

perceptual-motor processing

visual-spatial processing

executive functioning

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For most students, learning disabilities are not noticed until the early school years.
In some cases, they may only become evident in later elementary school or even high school.

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Potential learning disabilities may be flagged through early screening and interventions. However, it is through a psychological assessment by a psychologist that a learning disability is diagnosed. Some school boards use an approach called response to intervention (RTI) where achievement is monitored on a regular basis and those that are lagging behind receive more intense intervention. If progress is not being made, the student may be referred for a psychological assessment.

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Assessments include the following:

information from the parent, student and educator

educational history

medical information

educational assessments and/or other professional assessments

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Access to special education programs or services is based upon individual student needs and does not require a medical diagnosis.

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An IEP (Individual Education Plan) can be developed on the authority of the school principal for any student who is demonstrating learning difficulties.

The IEP must reflect the unique learning profile of the student and thus it is recommended that parents, students and relevant school and other professional personnel engage in the development of the IEP.

IEP's may include the following program strategies in order to provide maximum access to the curriculum:

Accommodations (grade level)

Modifications (different grade level and/or increase/decrease in number and complexity of expectations)

Alternative expectations (social skills, self-advocacy, etc.)

Exceptional pupils are identified as such by an Identification, Placement, and Review Committee (IPRC).

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Universal Design for Learning (UDL) and Differentiated Instruction (DI) can be used in conjunction with the tired approach to prevention and intervention to support the learning and teaching of students with learning disabilities.

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The following are placement options for students requiring special education programming:

A regular class with indirect support

A regular class with resource assistance

A regular class with withdrawal assistance

A special education class with partial integration

A full-time special education class