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Learning Disability Basics

The term “learning disability” means a disorder in one or more of the basic processes involved in understanding spoken or written language. Put another way, it impedes the ability to store, process or produce information. It may show up as a problem in a person's ability to listen, think, speak, read, write, spell, or do math, despite at least average intelligence. It may also impair one's ability to build social relationships, since these rely on accurate communication. A learning disability is a neurobiological disorder, meaning there are differences in brain structure and/or function.

The term “learning disabled” does not refer to people who have learning problems which are primarily the result of visual, hearing or physical handicaps, mental retardation, emotional disturbance, or of environmental, cultural, or economic disadvantage. Learning disabilities can occur along with, and be complicated by, problems in attention.

Common learning disabilities include:

Dyslexia is a reading disability typified by problems in expressive or receptive, oral or written language. Problems may emerge in reading, spelling, writing, speaking, or listening. People with dyslexia often show talent in areas that require visual, spatial, and motor integration.

Dyscalculia causes people to have problems doing arithmetic and grasping mathematical concepts. While many people have problems with math, a person with dyscalculia has a much more difficult time solving basic math problems than his or her peers.

Dysgraphia is a writing disorder that causes people to have difficulty forming letters or writing within a defined space. People with this disorder need extra time and effort to write neatly. Despite their efforts, their handwriting may be almost illegible.

Dyspraxia is a problem with the body's system of motion that interferes with a person's ability to make a controlled or coordinated physical response in a given situation.

Auditory, Memory and Processing Disability describes problems people have in understanding or remembering words or sounds because their brains fail to understand language correctly. This can often be mistaken by parents and doctors as a hearing problem but, in fact, an individual with this disability is not able to process or memorize information.

Learning Disabilities: Common Signs

ORGANIZATION

• knowing time, date, year
• managing time
• completing assignments
• organizing thoughts
• locating belongings
• carrying out a plan
• making decisions
• setting priorities
• sequencing

PHYSICAL COORDINATION

• manipulating small objects
• learning self-help skills
• cutting
• drawing
• handwriting
• climbing and running
• mastering sports

SPOKEN OR WRITTEN LANGUAGE

• pronouncing words
• learning new vocabulary
• following directions
• understanding requests
• relating stories
• discriminating among sounds
• responding to questions
• understanding concepts
• reading comprehension
• spelling
• writing stories and essays

ATTENTION AND CONCENTRATION

• completing a task
• acting before thinking
• poor organization
• waiting
• restlessness
• daydreaming
• distractibility

MEMORY

• remembering directions
• learning math facts
• learning new procedures
• learning the alphabet
• remembering names
• remembering events
• spelling
• studying for tests

SOCIAL BEHAVIOR

• making and keeping friends
• social judgement
• impulsive behavior
• frustration tolerance
• sportsmanship
• accepting changes in routine
• interpreting nonverbal cues
• working cooperatively

Important Note: This checklist is only a guide. It should not be used in isolation, but may lead to seeking further assessment. All children exhibit one or more of these behaviors from time to time throughout their childhood. A consistent showing of a group of these behaviors should be considered an indication to seek further advice, observation, or assessment, whether the person is a child or an adult.

Information provided by National Center for Learning Disabilities, 381 Park Avenue South, New York, NY 10016; (212) 545-7510

Early Warning Signs

The vast majority of children today (88%) are enrolled in school by age five. Approximately 15% of these children will experience more than the normal, periodic difficulties in school that all children face. They will, in fact, experience learning disabilities.

Early Intervention

Information is now available regarding early learning problems and the recognition of resk factors for learning disabilities and other delays in development as well as effective remedial strategies.

Early intervention can help prevent the extent to which children encounter difficulties later in school and can offset some of the long-term consequences associated with learning disabilities, such as school drop-out, juvenile delinquency, unemployment, illiteracy, substance abuse, and welfare dependency.

Early intervention can help individuals with learning disabilities to live to their full, undiminished potential, enjoying more productive and fulfilling participation in our society.

Learning Disabilities

Neurological in origin, learning disabilities impede a person's ability to store, process, or produce information. Learning disabilities can affect one's ability to read, write, speak, or compute math, and can impair social skills. Learning disabilities affect specific skills and abilities. A child who has difficulty with language, for example, may not have difficulties with any other area of development. Children with learning disabilities are of average or above average intelligence.

Early Childhood Development

Children's development usually follows a known and predictable course. The acquisition of skills and abilities is often used to gauge children's development. These skills and abilities are known as developmental milestones. Variations in development are to be expected. Not all children reach milestones at the same time, but there is an expected time-frame for readhing these developmental markers.

Patterns of bahavior that emerge over time are the best indicators of potential difficulties. All children experience difficulties, however, it is the persistence of these behaviors that signal potential problems for a child. Persistent difficulties in the same types of activities (i.e., language, cognition, motor coordination) could indicate potential problems for a child.

Evaluations

When concerns exist about possible or suspected learning disabilities, a formal evaluation can provide answers. The first step is to be a good observer and recorder of the child's behaviors, being sure to note strengths along with the specific reasons for concern.

The next step is to obtain more information. Contact one of the resources listed below, your local library, pediatrician, or other medical professional, or school district to find out more about learning disabilities, the evaluation process, and where to go for an evaluation.

Evaluations are performed by multidisciplinary teams. They are available through school districts and private evaluators, as well as public and private agencies. Evaluations for young children can often be obtained for little or no cost.

Sample Developmental Milestones

The following is a list of developmental milestones. If a child exhibits difficulties in these areas, further attention may be warranted.

FOUR YEARS OLD

Gross motor

Walks along a straight line

• Hops on one foot
• Throws and catches a ball

Fine Motor

Drives pegs in pegboard

• Copies circle
• Builds tower with small blocks

• Follows 2 to 4 related commands
• Understands if. . .then statements
• Understands difference between pretend and real
• Understands comparatives (big, bigger, biggest)

• Uses three or more word sentences
• Talks about past experiences
• Uses I and me statements

• Engages in dramatic play
• Can take turns with others

• Knows age and full name
• Can group items by attribute (size, color, function)
• Learns through observations and imitation

• Uses toilet independently
• Buttons and unbuttons clothes
• Pours from pitcher

FIVE YEARS OLD

Gross motor

• Walks backward toe-heel
• Jumps forward without falling
• Walks up and down stairs alone, alternating feet
• Turns a somersault

Fine Motor

• Cuts on a line
• Copies simple shapes (cross, square)
• Prints a few capital letters
• Draws a person

Language Comprehension

• Follows three unrelated commands in proper order
• Understands sepuence of event
• Listens to long stories
• Incorporates verbal directions into play activities

Spoken Language

• Asks when, how, and why questions
• Uses plurals and past tense
• Tells the content of a story
• Joins sentences together
• Plays with words (rhymes, creates words)

Social

• Plays cooperatively with other children
• Dramatic play is closer to real life (attention paid to time, space, details)

Cognition

• Points to and names colors
• Talks about causality
• Knows own street and town
• Counts by rote
• Understands basic time concepts

Self-help

• Cuts easy foods with a knife (hamburger patty, tomato slice)
• Laces shoes
• Brushes teeth with assistance

Test Your LD I.Q.:

An Awareness Tool for Librarians

Answers: 1. b. 15%; 2. c. 35%; 3. a.2%: 4. c.60%; 5,7,8,9,10,11 are all True; 6 is False.

So, how'd you do on the LD I.Q. test? If you did really well, congratulations! You're one of a minority of people with good basic knowledge about learning disabilities (LD). If you didn't do very well, you're like most Americans. In a 1995 poll conducted by Roper Starch, an overwhelming majority of respondents incorrectly identified a number of conditions, including mental retardation, as being associated with learning disabilities. Seeing the correct answers to the quiz, you can guess how all of this might affect you personally and professionally.

On this page, we'll take a closer look at learning disabilities and libraries. And how libraries, particularly public libraries, can be part of the solution in their communities.

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Roads to Learning was funded by the Emily Hall Tremaine Foundation.

Contact: Office for Literacy and Outreach Services; phone: (312) 280-4295.