Does the Term "Learning Disabled" Include Everybody?

If you’re not a special education teacher you are probably wondering what a “learning disability” actually is.  It may interest you that nearly everyone has one or more  characteristics that inhibit learning.  It’s okay, we all have strengths and weaknesses.

Terminology​: 

Learning​ ​disabilities that​ ​are​ ​neurologically​ ​based​ ​may interfere​ ​with​ ​the​ ​acquisition​ ​and​ ​use​ ​of​ ​listening,​ ​speaking, reading,​ ​writing,​ ​reasoning,​ ​or​ ​mathematical​ ​skills.​ ​They affect​ ​the​ ​manner​ ​in​ ​which​ ​individuals​ ​with​ ​average​ ​or above-average​ ​intellectual​ ​abilities​ ​process​ ​and/or​ ​express information.​ ​A​ ​learning​ ​disability​ ​can​ ​be​ defined as​ ​a marked​ ​discrepancy​ ​between​ ​intellectual​ ​potential​ ​and academic​ ​achievement.​ ​The​ ​effects​ ​may​ ​vary​ ​depending upon​ ​the​ ​learning​ ​demands​ ​and​ ​environments,​ ​and​ ​they​ ​may manifest​ ​in​ ​a​ ​single​ ​academic​ ​area​ ​or​ ​impact​ ​performance across​ ​a​ ​variety​ ​of​ ​subject​ ​areas​ ​and​ ​disciplines. 

Characteristics​ ​may​ ​include​ ​difficulties​ ​in​ ​one​ ​or​ ​more​ ​of​ ​the​ ​following​ ​areas:

● Oral​ ​and/or​ ​written​ ​expression​ ​of​ ​thoughts

● Reading​ ​comprehension​ ​and​ ​basic​ ​reading​ ​skills

● Problem​ ​solving

● Ability​ ​to​ ​listen​ ​selectively​ ​during lectures,​ ​resulting​ ​in​ ​problems​ ​with note​ ​taking

● Mathematical​ ​calculation​ ​and reasoning

● Interpreting​ ​social​ ​cues

● Time​ ​management

● Organization​ ​of​ ​tasks,​ ​such​ ​as​ ​in​ ​written work​ ​and/or​ ​essay​ ​questions

● Following​ ​directions​ ​and​ ​concentrating

● Short-term​ ​memory

Considerations​ ​and​ ​Instructional​ ​Strategies: 

Instructors​ ​can​ ​use​ ​a​ ​variety​ ​of​ ​instructional​ ​modes​ ​to​ ​enhance​ ​learning​ ​for​ ​students​ ​with​ ​learning disabilities.​ ​A​ ​multi-sensory​ ​approach​ ​to​ ​teaching​ ​will​ ​increase​ ​the​ ​ability​ ​of​ ​students​ ​with​ ​differently functioning​ ​learning​ ​channels​ ​—​ ​auditory,​ ​visual,​ ​and​ ​tactile​ ​—​ ​to​ ​benefit​ ​from​ ​instruction.

Accommodations​ ​may​ ​include:

● Tape​ ​recorders​ ​and/or​ ​laptop​ ​computers

● Copies​ ​provided​ ​of​ ​classmates’​ ​and/or​ ​instructor’s​ ​notes​ ​or overheads

● Extended​ ​time​ ​for​ ​exams and assignments

● Exams​ ​in​ ​a​ ​quiet,​ ​distraction-free​ ​environment

● Breaks​ ​allowed​ ​during​ ​exams;​ ​exams​ ​given​ ​by​ ​page​ ​or by​ ​section

● Clear​ ​arrangement​ ​of​ ​test​ ​items​ ​on​ ​paper

● Using​ ​a​ ​calculator,​ ​spell-checker,​ ​thesaurus,​ ​reader, and/or​ ​scribe​ ​during​ ​exams

● Alternative​ ​form​ ​of​ ​exams,​ ​such​ ​as​ ​an​ ​oral​ ​test​ ​or​ ​an​ ​essay​ ​instead​ ​of a multiple-choice​    format

● Use​ ​of​ ​a​ ​blank​ ​card​ ​or​ ​paper​ ​to​ ​assist​ ​in​ ​reading

● Taped​ ​texts​ ​and​ ​classroom​ ​materials

● Use​ ​of​ ​handouts​ ​and​ ​visual​ ​aids

● Word​ ​processor​ ​with​ ​spell-​ ​checker​ ​and/or​ ​voice​ ​output​ ​to​ ​provide auditory​ ​feedback

● Concise​ ​oral​ ​instructions

● Instructions​ ​or​ ​demonstrations​ ​presented​ ​in​ ​more​ ​than​ ​one​ ​way

● Syllabus​ ​provided​ ​before​ ​the​ ​start​ ​of​ ​the​ ​semester, `

Although it could be advantageous to face weaknesses, it helps a great deal to inventory strengths.  It is sometimes much easier to develop strengths, then to spend an entire lifetime attempting to overcome weaknesses.  Although a diagnosis of “disabled” might be used to describe many of us, we are “abled” in many ways as well.

It has been fun chatting with you, I will be back next Sunday.

Cheryl Lynn Peele

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