Definition: Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculation, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.  Specific learning disability does not include a learning problem that arises primarily as the result of visual hearing, or motor disabilities, or mental retardation, of emotional disturbance, or of an environmental, cultural, or economic disadvantage. (obtained from: Special Education: Contemporary Perspectives for School Professionals, pg 133. Articulated in P.L. 94-142 in 1975 According to IDEA.)

Subgroups: “Learning disabilities comprise a heterogeneous group of disorders” (pg. 135) 

reading problems (Dyslexia)

difficulty in mathematics (Dyscalculia)

disorder related to the written language (Dysgraphia)

difficulty with social perceptions, motor skills or memory

young children, students, adults

Characteristics: 

Cognitive

Some students may have trouble focusing on one thing at a time.  If trying to read a book for example, they may become distracted by noises in the background or items around them. Students may also have difficulty with perception, (meaning how they interpret things that are seen and heard.)  It may encompass spatial orientation, & judgment, and how they perceive sounds.  Other students with learning disabilities may have difficulty with memory, (some with short-term, others with long-term.)  For students who struggle with information processing, meta-cognition (thinking about thinking,) may be very difficult. It causes a complication when students try to make a connection; such as connecting new information to information that has already been learned and stored.  An example strategy for students having this problem would be to repeat key ideas of new information aloud.

Academic

Most students with learning disabilities experience problems with reading.  They might struggle with phonological awareness, which is the ability to make a connection between sounds and letters.  Students who have problems with oral language usually fall into the following categories: phonology: using the correct sounds to form words, morphology: study of the smallest meaningful units of language, (ex-pre), syntax: the rules of grammar, semantics: the meaning of words/phrases, and pragmatics: the ability to successfully participate in interactions with others.  The motor coordination of writing can be difficult for some students.  They at times use incorrect puncuation or misspell words (advise vs advice) or do not recognize the difference between homonyms (meet and meat.) Students may also jump from topic to topic or make assumptions.  Some students with disabilities may have difficulty in mathematics (which is referred to as dyscalculia,) they may have difficulty with basic skills, calculation, probability, problem solving, etc.

Social & Emotional

Many students who have learning disabilities may have some difficulties with social skills.  They often have lower self esteem than other students because they are rejected more frequently by classmates.  Students with disabilities may also have trouble with social competence (their ability to receive, interpret and respond to the subtleties of “interpersonal interactions” accurately.)  Often times however, if teachers create a supportive, encouraging environment, these students thrive.  Some students speak fluently but have trouble interpreting nonverbal communication (Nonverbal Learning Disability- NLD.)

Many students with learning disabilities are said to have (and show) little motivation.  It often may be attributed to that student thinking doing well is luck, an easy test, or even learned helplessness (which means they give up before even trying.)  This may be because they have failed often, or because teachers & students jump to help them to quickly when they doubt themselves.

Behavior Characteristics

Many students with learning disabilities do have some behavioral issues.  It is unclear though where these behaviors stem from; it could be part of their learning disability OR the frustration they experience that causes them to act out.  This is why it is important to help these students learn appropriate classroom behavior as well as feel support in the classroom.

Federal Definition: A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: 

-An inability to learn that cannot be explained by intellectual, sensory, or health factors.

-An inability to build or maintain satisfactory interpersonal relationships with peers and teachers

-Inappropriate types of behavior or feelings under normal circumstances

-A general pervasive mood of unhappiness or depression

-A tendency to develop physical symptoms or fears associated with personal or school problems

Subgroups:  These are included in the Diagnostic and Statistical Manual of Mental Health where they’re referred to as mental disorders: Anxiety disorders (for example- OCD), disruptive behavior disorders, (which includes ADHD, ODD (Oppositional Defiant Disorder), and Conduct Disorder,) Eating disorders, Mood disorders, and Tic disorders (for example- Tourette Syndrome.)

Characteristics:

Cognitive & Academic:

If a student’s cognitive ability falls below an IQ of about 70, they would be considered to have an intellectual disability, and any behavior problems the student would show would be considered secondary, or caused by the intellectual disability.  Students with Emotional disorders typically have the lowest grade-point averages and highest drop out rates than students in any other disability category.  Having behavioral difficulties does affect student success because it is difficult for them to adequately focus on schoolwork, however there is a debate as to whether there is a direct connection between the two.

Behavioral & Emotional:

Students with behavioral disorders often do not show emotions too different from those without emotional disorders, they just show their emotional disorders more often, with more intensity, and for longer periods of time.  Many of these students internalize their behaviors which can cause their behavioral problems to be overlooked.  There are also the students who externalize their behaviors; these students act out aggressively, violate school rules and possibly even commit crimes.  Some students however, show both sides of these behaviors, keeping to themselves most of the time but lashing out now and then when something upsets them.  Other students with behavioral disorders have depression.

Definition: A pervasive pattern of inattention, impulsivity, and or/hyperactivity- impulsivity that is more frequent and severe than is typically observed in individuals at a comparable level of development.  (American Psychiatric Association, 200 p. 78)