What are learning disabilities?

Learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning
problems. A learning disability is not a problem with intelligence or motivation. Kids with
learning disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their
brains are simply wired differently. This difference affects how they receive and process
information. Simply put, children and adults with learning disabilities see, hear, and understand
things differently. This can lead to trouble with learning new information and skills, and putting
them to use. The most common types of learning disabilities involve problems with reading,
writing, math, reasoning, listening, and speaking. While every kid has trouble with homework
from time to time, if a certain area of learning is consistently problematic, it might indicate a
learning disorder.

Children with learning disabilities can, and do, succeed

It can be tough to face the possibility that your child has a learning disorder. No parents want to
see their children suffer. You may wonder what it could mean for your child’s future, or worry
about how your kid will make it through school. Perhaps you’re concerned that by calling
attention to your child’s learning problems they might be labeled “slow” or assigned to a less
challenging class. But the important thing to remember is that most kids with learning disabilities
are just as smart as everyone else. They just need to be taught in ways that are tailored to their
unique learning styles. By learning more about learning disabilities in general, and your child’s
learning difficulties in particular, you can help pave the way for success at school and beyond.

Signs and symptoms of learning disabilities and disorders

Learning disabilities look very different from one child to another. One child may struggle with
reading and spelling, while another loves books but can’t understand math. Still another child
may have difficulty understanding what others are saying or communicating out loud. The
problems are very different, but they are all learning disorders. It’s not always easy to identify
learning disabilities. Because of the wide variations, there is no single symptom or profile that
you can look to as proof of a problem. However, some warning signs are more common than
others at different ages. If you’re aware of what they are, you’ll be able to catch a learning
disorder early and quickly take steps to get your child help.
The following checklist lists some common red flags for learning disorders. Remember that
children who don’t have learning disabilities may still experience some of these difficulties at
various times. The time for concern is when there is a consistent unevenness in your child’s
ability to master certain skills.
Signs and symptoms of learning disabilities: Preschool age
 Problems pronouncing words
 Trouble finding the right word
 Difficulty rhyming
 Trouble learning the alphabet, numbers, colors, shapes, days of the week
 Difficulty following directions or learning routines
 Difficulty controlling crayons, pencils, and scissors, or coloring within the lines
 Trouble with buttons, zippers, snaps, learning to tie shoes
Signs and symptoms of learning disabilities: Ages 5-9
 Trouble learning the connection between letters and sounds
 Unable to blend sounds to make words
 Confuses basic words when reading
 Slow to learn new skills
 Consistently misspells words and makes frequent errors
 Trouble learning basic math concepts
 Difficulty telling time and remembering sequences
 
Signs and symptoms of learning disabilities: Ages 10-13
 Difficulty with reading comprehension or math skills
 Trouble with open-ended test questions and word problems
 Dislikes reading and writing; avoids reading aloud
 Poor handwriting
 Poor organizational skills (bedroom, homework, desk is messy and disorganized)
 Trouble following classroom discussions and expressing thoughts aloud
 Spells the same word differently in a single document
 
Paying attention to developmental milestones can help you identify learning disorders
Paying attention to normal developmental milestones for toddlers and preschoolers is very
important. Early detection of developmental differences may be an early signal of a learning
disability and problems that are spotted early can be easier to correct.
A developmental lag might not be considered a symptom of a learning disability until your child
is older, but if you recognize it when your child is young, you can intervene early. You know
your child better than anyone else does, so if you think there is a problem, it doesn’t hurt to get
an evaluation. You can also ask your pediatrician for a developmental milestones chart.
Problems with reading, writing, and math
Learning disabilities are often grouped by school-area skill set. If your child is in school, the
types of learning disorders that are most conspicuous usually revolve around reading, writing, or
math.
Learning disabilities in reading (dyslexia)
There are two types of learning disabilities in reading. Basic reading problems occur when there
is difficulty understanding the relationship between sounds, letters and words. Reading
comprehension problems occur when there is an inability to grasp the meaning of words,
phrases, and paragraphs.
Signs of reading difficulty include problems with:
 letter and word recognition
 understanding words and ideas
 reading speed and fluency
 general vocabulary skills
Learning disabilities in math (dyscalculia)
Learning disabilities in math vary greatly depending on the child’s other strengths and
weaknesses. A child’s ability to do math will be affected differently by a language learning
disability, or a visual disorder or a difficulty with sequencing, memory or organization.
A child with a math-based learning disorder may struggle with memorization and organization of
numbers, operation signs, and number “facts” (like 5+5=10 or 5×5=25). Children with math
learning disorders might also have trouble with counting principles (such as counting by twos or
counting by fives) or have difficulty telling time.
Learning disabilities in writing (dysgraphia)
Learning disabilities in writing can involve the physical act of writing or the mental activity of
comprehending and synthesizing information. Basic writing disorder refers to physical difficulty
forming words and letters. Expressive writing disability indicates a struggle to organize thoughts
on paper. Symptoms of a written language learning disability revolve around the act of writing.
They include problems with:
 neatness and consistency of writing
 accurately copying letters and words
 spelling consistency
 writing organization and coherence
Other types of learning disabilities and disorders
Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of
learning disabilities involve difficulties with motor skills (movement and coordination),
understanding spoken language, distinguishing between sounds, and interpreting visual
information.
Learning disabilities in motor skills (dyspraxia)
Motor difficulty refers to problems with movement and coordination whether it is with fine
motor skills (cutting, writing) or gross motor skills (running, jumping). A motor disability is
sometimes referred to as an “output” activity meaning that it relates to the output of information
from the brain. In order to run, jump, write or cut something, the brain must be able to
communicate with the necessary limbs to complete the action. Signs that your child might have a
motor coordination disability include problems with physical abilities that require hand-eye
coordination, like holding a pencil or buttoning a shirt.
Learning disabilities in language (aphasia/dysphasia)
Language and communication learning disabilities involve the ability to understand or produce
spoken language. Language is also considered an output activity because it requires organizing
thoughts in the brain and calling upon the right words to verbally explain something or
communicate with someone else. Signs of a language-based learning disorder involve problems
with verbal language skills, such as the ability to retell a story and the fluency of speech, as well
as the ability to understand the meaning of words, parts of speech, directions, etc.
Auditory and visual processing problems: the importance of the ears and eyes
The eyes and the ears are the primary means of delivering information to the brain, a process
sometimes called “input.” If either the eyes or the ears aren’t working properly, learning can
suffer.
Auditory processing disorder: Professionals may refer to the ability to hear well as “auditory
processing skills” or “receptive language.” The ability to hear things correctly greatly impacts
the ability to read, write and spell. An inability to distinguish subtle differences in sound, or
hearing sounds at the wrong speed make it difficult to sound out words and understand the basic
concepts of reading and writing.
Visual processing disorder: Problems in visual perception include missing subtle differences in
shapes, reversing letters or numbers, skipping words, skipping lines, misperceiving depth or
distance, or having problems with eye–hand coordination. Professionals may refer to the work of
the eyes as “visual processing.” Visual perception can affect gross and fine motor skills, reading
comprehension, and math.
Common types of learning disabilities
Dyslexia: Difficulty with reading
 Problems reading, writing, spelling, speaking
Dyscalculia: Difficulty with math
 Problems doing math problems, understanding time, using money
Dysgraphia: Difficulty with writing
 Problems with handwriting, spelling, organizing ideas
Dyspraxia (Sensory Integration Disorder): Difficulty with fine motor skills
 Problems with hand-eye coordination, balance, manual dexterity
Dysphasia/Aphasia: Difficulty with language
 Problems understanding spoken language, poor reading comprehension
Auditory Processing Disorder: Difficulty hearing differences between sounds
 Problems with reading, comprehension, language
Visual Processing Disorder: Difficulty interpreting visual information
 Problems with reading, math, maps, charts, symbols, pictures
Other disorders that make learning difficult
Difficulty in school doesn’t always stem from a learning disability. Anxiety, depression, stressful
events, emotional trauma, and other conditions affecting concentration make learning more of a
challenge. In addition, ADHD and autism sometimes co-occur or are confused with learning
disabilities.
ADHD: Attention deficit hyperactivity disorder (ADHD), while not considered a learning
disability, can certainly disrupt learning. Children with ADHD often have problems sitting still,
staying focused, following instructions, staying organized, and completing homework.
Autism: Difficulty mastering certain academic skills can stem from pervasive developmental
disorders such as autism and Asperger’s syndrome. Children with autism spectrum disorders
may have trouble communicating, reading body language, learning basic skills, making friends,
and making eye contact.

Causes of Learning Disabilities

Learning disabilities are caused by something affecting the development of the brain. This may
occur before birth (prenatally), during birth, or in early childhood. The causes for learning
disabilities are not well understood, and sometimes there is no apparent cause for a learning
disability. However, some of it causes include:
Heredity and genetics
Learning disabilities are often linked through genetics and run in the family. Children
who have learning disabilities often have parents who have the same struggle. Kids
whose mother who has had less than 12 years of school are more likely to have a reading
disability. Some children have spontaneous mutations (i.e. not present in either parent)
which can cause developmental disorders including learning disabilities
Problems during pregnancy and birth
A learning disability can result from anomalies in the developing brain, illness or injury.
Risk factors are fetal exposure to alcohol or drugs and low birth weight (3 pounds or
less). These children are more likely to develop a disability in math or reading. Children
who are born prematurely, late, have a longer labor than usual, or have trouble receiving
oxygen are more likely to develop a learning disability.
Accidents after birth
Learning disabilities can also be caused by head injuries, malnutrition, or by toxic
exposure (such as heavy metals or pesticides)
 Complications during birth resulting in a lack of oxygen to the brain.
  A very premature birth.
 Mother’s illness during pregnancy.
 The mother drinking during pregnancy, for example Foetal Alcohol Syndrome.
 A debilitating illness or injury in early childhood affecting brain development, for
example a road traffic accident or child abuse.
 Contact with damaging material (like radiation).
 Neglect, and/or a lack of mental stimulation early in life.
 Some people with learning disabilities have additional physical disabilities and/or sensory
impairments

What are the risk factors for learning disabilities?

A number of factors increase the risk of developing learning disabilities. Not all people with risk
factors will get learning disabilities. Risk factors for learning disabilities include:
 Alcohol or harmful drug exposure in utero
 Birth trauma or distress
 Exposure to neurologic or central nervous system injury at the prenatal, perinatal or post-
natal period.
 Lack of nurturing environment
 Medications such as cancer or leukemia treatments in children
 Nutritional deficits
 Premature birth
 Sensory deficits, such as hearing loss or poor vision

Difference between learning disabilities and learning difficulties

In general, a learning disability constitutes a condition which affects learning and intelligence
across all areas of life, whereas a learning difficulty constitutes a condition which creates an
obstacle to a specific form of learning, but does not affect the overall IQ of an individual. For
example, Down’s syndrome is classed as a learning disability, whereas dyslexia is classed as a
learning difficulty, in that it only affects an individual’s relationship to the processing of
information, usually manifested in problems with reading, writing, and spelling.
Difference between learning disabilities and mental health
A learning disability is a permanent condition developing at the latest in early childhood,
whereas mental illness (or a mental health problem) can develop at any time, and is not
necessarily permanent. People can get better and resolve mental health problems with help and
treatment. Whilst mental health problems can be treated through therapy, social support,
medication, or a combination of these, people with learning disabilities are not ‘treated’ but
rather receive support which enables them to most effectively and happily lead their lives.
Anyone can develop a mental health problem at any stage of their life, which means that they
must be given the necessary support to deal with it, and ideally to prevent it from occurring at all.

The diagnosis and testing process for learning disabilities

Diagnosing a learning disability is a process. It involves testing, history taking, and observation
by a trained specialist. Finding a reputable referral is important. Start with your child’s school,
and if they are unable to help you, ask your insurance company, doctor, or friends and family
who have dealt successfully with learning disabilities.
Types of specialists who may be able to test for and diagnose learning disabilities include:
1. Clinical psychologists
2. School psychologists
3. Child psychiatrists
4. Educational psychologists
5. Developmental psychologists
6. Neuropsychologist
7. Psychometrist
8. Occupational therapist (tests sensory disorders that can lead to learning problems)
9. Speech and language therapist
10. Special needs educator
Diagnostic assessment process for learning disabilities
A psycho-educational battery of formal and informal tests is used to determine patterns of
strength and weakness as compared to intellectual ability.
 Intake - This aspect of the assessment involves gathering information regarding an
individual's personal, educational and medical history. This may include social history,
 genetic history, and familial history, especially when brothers and sisters who may or
may not have similar difficulties in learning are present.
 Achievement testing - This aspect of the assessment takes into consideration grades,
reports, and descriptions from teachers, parents, or others closely involved with the
individual regarding their past and present academic skill levels. Basic areas under study
include reading and writing, math, and spelling.
 Intellectual ability testing - This part of the assessment process involves testing of the
child, teenager, or adult regarding their potential for academic learning -- for example,
determining the individual's most common difficulty, whether in spelling, reading
comprehension, writing, and so forth. Understanding where the difficulty lies often helps
experts determine the potential for that person to meet and overcome the obstacles,
challenges, and difficulties associated not only with that particular subject matter, but
associated and overlapping skills in learning development.
 Interpretation - This aspect of the assessment takes into consideration all the gathered
research and materials from the above three areas of focus, after which documents and
data are reviewed, and recommendations are then made.
Sometimes several professionals coordinate services as a team to obtain an accurate diagnosis.
They may ask for input from your child’s teachers. Recommendations can then be made for
special education services or speech-language therapy within the school system. A nonpublic
school that specializes in treating learning disabilities might be a good alternative if the public
school is not working out. For a list of nonpublic schools in your area go to the website for your
state’s Department of Education. Of course, professionals may take a slightly different approach
during the assessment process, based on the individual's age, as well as issues presented by
parents and/or teachers.
How Does a Learning Disability Affect Life?
People with learning disabilities do not learn certain skills as quickly as other people and may
therefore need extra help in certain aspects of their lives. The specific skills in question will
depend upon the type of disability. People with mild learning disabilities may live alone, travel
independently, and work. 
They may not require any support from their local authority, or may just need support in
managing their finances. Other people may require more regular support to ensure their safety
and health on a daily basis. Those with more severe or complex needs may need extensive, hour-
to-hour help in performing basic skills, such as eating, dressing and washing.
With the right support people can live full and meaningful lives. However, if this support is not
provided, they may face problems in gaining independence or a home of their own, in accessing
leisure and recreation activities, and/or in developing friendships and relationships.
Complications of learning disabilities could further include:
 Adult behavioral problems
 Adult literacy problems
 Adult social adjustment problems
 Low self esteem or depression
Accommodative practices
some of the most common accommodations that may be made are broken down into six different
categories, according to the National Center for Learning Disabilities. These categories include:
 Presentation: Materials may be presented in large print, on audiotape, or via oral
instruction, etc.
 Setting: Does the child need to be placed in a very small group, one-on-one with teacher,
or does the child need special lighting?
 Test scheduling: Does the child need to be tested alone, or does the test need to be
divided into sections, spread over a number of days, or given at a specific time of day
during which the child or teen is more alert, such as morning or afternoon?
 Response: Can accommodations be made to orally test a student, or to use an audio
recorder, computer, or other form of response other than traditional written testing
formats?
 Timing: Are extra breaks required during the test, or is time for taking the test extended,
based on need?
 Other: This category deals with additional preparations or accommodations for an
individual to take a test, as well as the ability or permissibility of offering prompts or
guidance during a test.