Learning Disabilities / Differences (LD)

The Learning Disabilities / Differences Toolkit helps library staff support patrons with diverse learning needs by promoting inclusive strategies, flexible accommodations, and accessible resources that recognize and respect varied ways of processing information.

Definitions

  • LD is a lifelong brain-based processing disorder.  It can impact expressive and receptive language and executive functions like planning and making decisions. It can affect how people learn, communicate, and process information and emotions.  It does not impact intelligence.  Some examples of common LDs are processing disorders are listed below with short definitions:
    • Auditory Processing Disorder: Impacts the processing of spoken language (for example, receptive language disorder) despite having typical hearing and may include hypersensitivity to certain sounds and noises.
    • Dyscalculia: Impacts the calculation of numerical functions (addition and multiplication, for example) and mathematical concepts and reasoning.
    • Dysgraphia: Impacts written language, specifically transcription skills of spelling, handwriting and typing.  It is distinct from another LD, Written Expression Disorder which impacts the ability to express thoughts through writing.
    • Dyslexia: Difficulty in the decoding, comprehension, and processing, especially of written words.
    • Dyspraxia: A coordination disorder causing specific difficulty in planning an action or movement (fine or gross motor), sequencing the movements required, and performing the action in a smooth and controlled way. A child with dyspraxia is likely to have difficulty with planning movements in physical education, undertaking basic motor skills such as catching a ball and climbing, recording their knowledge on paper, and organizing themselves. Dyspraxia does not affect intelligence, it’s a processing disorder. Their cognitive abilities are not reflected in their school work or performance.  Dyspraxia is often linked with developmental coordination disorder and with dyslexia1.
    • Executive Function Disorder:  Impacts how children and adults manage time, complete tasks, pay attention, maintain focus, and regulate emotions and behavior.
    • Neurodiversity: Includes Attention Deficit Hyperactivity Disorder, Autistic Spectrum Disorder, Tourette syndrome, and other neurological disorders; overlaps with many of the categories of LD and describes how some children and adults learn in atypical ways.
    • Nonverbal learning disabilities: Impacts visual-spatial abilities, coordination, and fine and gross motor skills and includes developmental coordination disorder and dyspraxia.
    • Visual Processing Disorder: Affects the ability to process optic input despite having no visual impairment and may include hypersensitivity to visual stimuli and bright lights.

Quick Tips

Communication and Information Processing:

  • Speak slowly and use clear articulation.
  • Be precise in word choice. Reword statements rather than repeating them.
  • Allow time to process the information that you are presenting. Count to seven before expecting a response to ensure adequate time for processing.
  • Respect the patron’s strengths, challenges, and preferred method of reading and learning.
  • Respect the patron’s preferred method of communication.
  • Ask patrons about a favorite book rather than their age to determine reading level.
  • Individuals with learning differences may communicate through unexpected behaviors.

Sensory and Environmental Considerations

  • Allow for natural lighting where possible. If the facility has bright fluorescent lights, consider dimming some of them or offering caps with large brims to block direct light.
  • Be mindful that loud, sudden noises during storytelling, read-aloud activities, and videos might be triggering for some patrons.
  • Allow for preferential seating during activities.
  • Make self-regulation tools available to all patrons.

Accessibility in Programs and Services

  • Always use captioning in virtual programs and microphones for in-person programs.
  • Use direct clicks for virtual programs and allow for copying and pasting of any needed codes or passwords. Typing in or dialing numbers can be challenging.
  • Simultaneously combine verbal and visual information (show as well as tell), for example, use visual agendas or picture schedules.
  • Use Universal Design for Learning guidelines when designing programs and services to minimize frustration.

Tools and Materials

  • Have pencil and paper and/or tablets available for taking notes.
  • Have behavioral policies in print, plain language, and visual formats widely available.

Overview

The term learning disability (LD) is both a legal and medical designation, while learning differences refers more broadly to the diverse ways and rates at which individuals learn, communicate, and process information and emotions. Some people prefer the term “learning difference” because it emphasizes variation rather than deficit.

LD is an invisible disability caused by differences in brain structure and function that persist throughout life. Children do not outgrow LD; it continues into adulthood. However, with appropriate teaching methods, accommodations, and assistive technology, individuals with LD can succeed in school and beyond.

Students with LD are not less intelligent than others—they simply process information in atypical ways. A child may have a significant learning disability but not meet all the criteria required for classification under the Individuals with Disabilities Education Act (IDEA), which is necessary to receive special education services. Eligibility under IDEA is determined by educators and is based on specific criteria for a “specific learning disability.”

Students who do not qualify under IDEA may still be eligible for support through Section 504 of the Rehabilitation Act of 1973. To receive accommodations under Section 504, a medical diagnosis is generally required  (Parent and Educator Resource Guide to Section 504 PDF). These accommodations can include 504 plans in K–12 settings and continue into adulthood in higher education, employment, and other environments. In each setting, accommodations must be requested separately.

Some students may also receive support through Response to Intervention (RTI) services, which provide early, systematic assistance to those who are struggling academically. RTI can be a pathway to further evaluation and support.

In public and academic libraries, many of the same strategies that support students with LD in schools can be applied. These include offering materials in multiple formats, providing a variety of writing tools, and creating sensory-friendly environments.

Action Items:

1. Collections and Formats

  • Curate print and digital collections with age-appropriate materials at a variety of reading and interest levels. Ensure compatibility with screen readers.
  • Curate collections with large-print, audiobook, graphic, computer-assisted reading, and plain English editions, as well as digital collections with speech-to-text capabilities.
  • Have collections and resources in multiple formats, including graphic, large print, plain language, and audio. In educational settings, this is referred to as Accessible Instructional Material (AIM).
  • Offer multisensory kits that present information in multiple ways, such as a book, audiobook, and related manipulatives.

2. Assistive Technology and Tools

  • Provide assistive technologies for computers, including:
    • Audio input (speech-to-text)
    • Audio output (text-to-speech)
    • Spell check
    • Microphones and headphones for use with these tools
  • Provide additional assistive tools such as:
    • Large-grip writing devices (e.g., pencil grips)
    • Magnifying glasses
    • Screen magnifiers
    • CCTV (closed-circuit television) for text enlargement

3. Sensory Supports

  • Offer personal FM listening systems during presentations.
  • Have noise-canceling headphones available throughout the library for browsing and programs.

4. Community and Support Resources

  • Curate community resources to support patrons with diverse needs.
  • Find a certified tutoring partner to collaborate with.

Data 

  • One in five children and adults have an LD. That equates to twenty percent of the population.2
  • Fifteen percent of all public school students.3
    • Between 10 and 31 percent of American school children aged 3-21 receive services through Individual Education Plans (IEPs) or 504 plans.  Many more are overlooked.  As many one in five, or twenty percent, may exhibit a learning disability or difference.4
  • While estimates vary widely, it is generally accepted that 14% of the US population has LD.5
  • Based on the Department of Labor observations, the percent of adults with LD increases to between 50-80% among those reading below the 7th grade level.6
  • As data collection improves and educators, doctors, and caregivers become more aware of and sensitive to learning differences, it is likely that more children and adults will be identified as having learning and thinking differences in the future. Adaptive technology, greater awareness of learning differences, and a better understanding of the needs of those with divergent learning and thinking will improve services and programs offered by libraries.
  • “Neurodiverse” is an umbrella term encompassing ASD and learning and attention issues. Intellectual disabilities, learning disabilities, and mental health issues are often included under this umbrella. “Neurotypical” is its antonym.

Resources for Librarians

Resources for Patrons 

  • Colorín Colorado: Colorín Colorado  is the Spanish language companion to Reading Rockets.  It provides information, strategies and resources to Spanish speakers struggling to learn to read and their families and educators.  Like Reading Rockets the resources are evidence based. The focus is on struggling, Spanish speaking readers, including those with LD.
  • LD Online is a site used by caregivers of children with an LD, professionals and persons who have an LD. It contains useful articles, multimedia, monthly columns by noted experts, first person essays, children’s writing and artwork, a comprehensive resource guide, very active forums, and a Yellow Pages referral directory of professionals, schools, and products.
  • Learning Disabilities Association of America is an advocacy group for people with learning disabilities of all ages, their families, parents, teachers, coworkers and other professionals. At the national, state and local levels, LDA provides cutting edge information on learning disabilities, practical solutions, and a comprehensive network of resources.
  • National Center for Learning Disabilities is a group that advocates for persons with LD to succeed in school, work, and life.
  • Reading Rockets: "Reading Rockets is a national public media literacy initiative offering information and resources on how young kids learn to read, why so many struggle, and how caring adults can help."
  • understood.org: Information about all types of LD.

References 

  1. Bowen, Trisha, and Liz Ellis. “Dyspraxia.” In A Dictionary of Education. Oxford University Press, 2015. http://www.oxfordreference.com/display/10.1093/acref/9780199679393.001.0001/acref-9780199679393-e-295.
  2. Scott-Quinlan, K. (n.d.). The importance of learning disabilities awareness in schools. Learning Disabilities Association of America. https://ldaamerica.org/lda_today/the-importance-of-learning-disabilities-awareness-in-schools/.
  3. National Center for Education Statistics. (2024, May). Students with disabilities. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities
  4. National Center for Education Statistics. (2024). Fast facts: Students with disabilities (64). U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/fastfacts/display.asp?id=64.
  5. U.S. Department of Education. (2025, April 4). Individuals with Disabilities Education Act (IDEA). https://www.ed.gov/laws-and-policy/individuals-disabilities/idea.
  6. Vogel, S. A. (n.d.). How many adults really have learning disabilities? LD OnLine. https://www.ldonline.org/ld-topics/research-reports/how-many-adults-really-have-learning-disabilities. 

Toolkit updated by Lauren Kehoe, member of the Accessibility Assembly, June 2025.