QUESTIONS AND ANSWERS ABOUT LEARNING DISABILITIES

Q: What is the definition of learning disability?

A: In 1967 the National Advisory Committee on the Handicapped
developed a definition which became the basis for the definition used in the re-authorization of Individuals with Disabilities Education Act (IDEA):

People with specific learning disabilities are people with average or above average intelligence. They exhibit a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written languages. These may be manifested in disorders of listening, thinking, talking, reading, writing, spelling or arithmetic. They include conditions which have been referred to as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, developmental aphasia, etc. They do not include learning problems which are due primarily to visual, hearing, or motor handicaps, to mental retardation, emotional disturbance or to environmental disadvantage

Q: What is Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD)

A: ADHD is a neurologically based disorder that is characterized by inattention, difficulty initiating and/or maintaining focus, impulsivity, overreaction to events, disorganization, inability to sustain an effort and complete tasks, and low stress tolerance. It may also involve hyperactivity, short temper, mood swings, and difficulty in forming judgments that take into account and give appropriate weight to multiple factors. There should be evidence that a sufficient number of the symptoms have been present since childhood, and that these symptoms continue to affect one's success in school, work, and/or personal relations to a significant degree. Many individuals diagnosed with ADHD also have learning disabilities.

 

Q: Since a learning disability is often not noticeable, how is it identified?

A: Testing, consisting of achievement and cognitive batteries, is used to determine the presence of a learning disability. A complete history is also valuable in determining deficits which may have been evident since early childhood. Diagnosticians look for an inconsistency in scores among tests because students with learning disabilities often exhibit exceptional strengths in some areas and severe weaknesses in others.

A learning disability is most commonly recognized in adults as deficits in one or more of the following areas: spelling, grammar, written expression, reading comprehension or mathematics. Other troublesome areas include problems in organization, time management and social skills.

Q: What causes a learning disability?

A: Its cause is often due to genetic and/or neurological factors. A person can exhibit learning disabilities as the result of a severe head trauma.

 

Q: Is the term "dyslexia" the same as learning disability?

A: Dyslexia is a form of learning disability. It refers to a deficit in reading which may involve impairment in comprehension, reading rate, word attack, phonics or memory for parts/whole words.

 

Q: What are other terms which are used synonymously with learning disability?

A: Dyscalculia refers to the inability to adequately perform mathematical calculations. It may manifest itself in a number of ways. The difficulty in retaining mathematical facts such as multiplication tables, performing computational skills, recalling the sequence of an operational process and difficulty in spatial orientation (how to organize the problems on the page) are a few of the more common forms of dyscalculia

Dysgraphia refers to the inability to write and is the most common form of learning disability in adults. This may manifest itself in frequent spelling and grammatical errors, organizational difficulties,lack of speed, mixture of print with cursive, and a general inability to put thoughts on paper.

Dysnomia refers to the inability to correctly recall the names of objects or persons.

Q: What are some common characteristics of the adult with learning disabilities?

A: When looking for evidence of learning disabilities one may observe combinations of the following:

Reading Problems

• Avoids reading aloud; skips over words; omits words; reads and re-reads.
• Vocabulary and comprehension scores may differ widely.
• Poor word attack skills.
• Does not complete tests.
• Cannot pick out the main idea.
• Poor comprehension and retention.

Mathematical Problems

• Does not know mathematical facts, even after years of practice.
• Seems to understand the components of a math problem but answers incorrectly.
• Can calculate in his head but not on paper.
• Inserts or drops numbers from a problem.
• Reverses numbers.
• Copies problems and answers incorrectly.
• Difficulty in comprehension of word problems or in reasoning the why of mathematics.
• Difficulty in organizing problems on paper.

Written Language Problems

• Leaves off endings such as "s," "ing," or "ed."
• Inserts, transposes, reverses or omits letters; spells phonetically.
• Uses capitals, commas, and periods but does use other punctuation. May use them excessively.
• Does not complete tests or take accurate notes.
• Difficulty with sentence structure (e.g. run-ons, incomplete sentences, poor use of grammar).
• Inability to copy from the board or a book.
• Writes very slowly.
• Penmanship may be immature.

Oral Language Problems

• Difficulty in orally expressing ideas.
• Stutters.
• Fearful of oral reading.
• Speaks very quickly with excessive information or speaks very slowly, appears to have difficulty finding the correct words.
• Oral information appears to be out of sequence.

Time Management and Organizational Problems

• Excessive tardiness; turns in homework late although it may be correct; loses or leaves possessions.
• Spatial disorganization
• turns the wrong way going out the door.
• Difficulty following written or oral directions.
• Notes and written assignments out of sequence.
• Short-term memory difficulties; easily distractible.

Social/Behavioral Problems

• Misinterpretation of subtle language
• thinks the instructor said one thing (e.g. interpretation of a grade) when something else was meant. May become angry or walk out of class.
• Excessively quiet and withdrawn or excessively demonstrative and noisy.
• Misinterprets tone of voice or misunderstands facial expressions.
• Is unable to sort out background noises, becomes frustrated at parties, concerts, etc.
• "Daydreams" in class.
• Does not have friends; lacks assertiveness; inability to use mature judgement in a social situation.

Other Signs

• Fails tests, but answers questions and participates well in class.
• Passes one kind of test (e.g. multiple choice) but fails essay tests.
• Cannot understand material which is given orally but can understand when given an example on the board or an outline.
• Knows the math components but cannot "see" the signs.

Q: What types of accommodations/services can benefit a student with learning disabilities?

A: Like students with other disabilities, students with learning disabilities often need certain reasonable ccommodations/services. Each student with a learning disability is unique and therefore needs individualized consideration in the types of support services he/she needs in order to succeed. Instructors are not expected to exempt a student from meeting course requirements. The student with a learning disability, as any other student, is expected to achieve the same course objectives. Accommodations/services are coordinated between the student, the Office of Special Services, and the instructor.

The following is a list of accommodations/services often used by students with learning disabilities:

• Computers with adapted software
• Tape recorders
• Calculators Notetakers or NCR paper
• Extended time limits on tests(usually 1 1/2 the allotted time is sufficient)
• Extended time limits on assignments
• Readers for tests or assignments
• Textbook scanning
• Assistance in obtaining recorded textbooks
• Test taking in alternative locations
• Change in classroom seating position
• Visual Aids
• Enlarged print
• Oral clarification of written material
• Specific study techniques

Q: What types of services may be provided by the Office of Special Services?

A: For the Student

• Test accommodations
• Notetakers and NCR paper
• Text scanning computer
• Assistance in obtaining recorded textbooks
• Supplemental materials
• Counseling and support
• Academic advisement
• Support groups
• Peer Mentoring
• Referral to other appropriate agencies

B: For the Instructor

• Letters and information about a student's learning disability
• Suggestions as to alternative ways a student may learn
• Administration and monitoring of accommodated testing
• Recording/enlargement of classroom materials
• A liaison between the instructor and student

Conclusion

The Office of Special Services is a resource on campus which can assist students and faculty in determining if any accommodations are necessary due to a student's learning disability. Please feel free to contact the Office at ( 410-780-6741 voice) (410-238-4601 TTY) for additional assistance.

This brochure can be requested in an alternate format.

 

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