IDEA (individuals with disabilities Education Act) Definition of Specific Learning Disabilities:"A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage."
(U.S. Department of Education, 2015) |
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Medical Definition of Learning Disabilities:"A learning disorder is a disorder that affects a person's ability to acquire and use academic skills, such as reading and calculating. Learning disorders affect a child's ability to complete a task or use certain skills, particularly in school.
(Mayo Clinic, 2013) |
Characteristics of children with Learning Disabilities:
* Trouble learning the alphabet, rhyming
words, or connecting letters to sounds * Not understanding what was read or what he/she reads * Makes several mistakes when reading aloud * Choppy reading with frequent repetitions and pauses * Trouble with spelling * Messy handwriting * Holding a pencil awkwardly or showing signs of lack of coordination in walking/sports * Slowed motor skill development * Struggle to express ideas in writing * Struggle with letter-sound correspondence and hearing the differences between words |
* Becomes easily frustrated while doing
academic activities * Attention deficits and hyperactivity * Limited vocabulary with slowed language
development * Trouble understanding sarcasm and jokes * Cognition and Metacognition deficits |
* Difficulty following directions
* Mixes up pronunciations of words or meanings of words * Difficulty organizing thoughts for writing or conversational purposes * Limited understanding of social rules when communicating * Confusion with math symbols and numbers, concept of time is limited * Difficulty retelling a story in sequential order * Confusion when completing a task * Unexpected learning problems often occur in reading, writing, listening, speaking, or in mathematics * Difficulty understanding and following directions * Memory deficits |
Causes of Learning Disabilities:
* Differences in how a person's brain works and how it processes information (Brain function or brain structure)
* Learning disabilities are due to a central nervous system dysfunction
* Genetics can play a role in some cases: chromosomal abnormalities and structural differences
* Medical conditions in the process of birth (before, during, and after)
* Brain injuries
* Environmental exposures (high levels of lead can increase risk of developing a learning disability)
* Malnutrition
* Severe Illness: high fevers, meningitis, stroke, diabetes, AIDS
* *There is no cure for learning disabilities, but there are several supports that can be used to help students learn successfully.* *
Some of these supports could include: Special education IEP, 504 plans, therapy, medication
* Learning disabilities are due to a central nervous system dysfunction
* Genetics can play a role in some cases: chromosomal abnormalities and structural differences
* Medical conditions in the process of birth (before, during, and after)
* Brain injuries
* Environmental exposures (high levels of lead can increase risk of developing a learning disability)
* Malnutrition
* Severe Illness: high fevers, meningitis, stroke, diabetes, AIDS
* *There is no cure for learning disabilities, but there are several supports that can be used to help students learn successfully.* *
Some of these supports could include: Special education IEP, 504 plans, therapy, medication
Diagnosis Criteria:
Criteria Needed To Be Diagnosed With A Learning Disability In order To Receive Special Education Services
"IDEA now requires that states adopt criteria that:
* Components needed to qualify a student for special education services:
1) Documentation that the child is not making adequate progress in age-appropriate state standards within a specific academic area (oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics calculation, or mathematics problem-solving)
2) Proof that the child did not respond to a scientific, research-based intervention involved in the evaluation procedure. The child is not making adequate progress with intensive, well-designed instruction.
OR
Identify a discrepancy gap between ability and achievement. Academic achievement is compared to a student's intellectual development (IQ) and age-appropriate norms.
3) Evidence that shows patterns of strength and weaknesses in student performance/ academic achievement at state grade-level standards. Teachers should gather a significant amount of data and student work. Several observations need to take place in a variety of academic settings.
4) Rule out that the academic deficit could be caused by a condition other than a learning disability. The learning disability can't be a result primarily due to a different disability category or environmental factors.
5) Medical diagnosis by a physician that is educationally relevant
*The evaluation process is completed by a collaborative team including educators, parents, administrators, and physicians*
(Minnesota Department of Education, 2015)
- must not require the use of a severe discrepancy between intellectual ability and achievement in determining whether a child has a specific learning disability;
- must permit local educational agencies (LEAs) to use a process based on the child’s response to scientific, research-based intervention; and
- may permit the use of other alternative research-based procedures for determining whether a child has a specific learning disability"
* Components needed to qualify a student for special education services:
1) Documentation that the child is not making adequate progress in age-appropriate state standards within a specific academic area (oral expression, listening comprehension, written expression, basic reading skills, reading fluency skills, reading comprehension, mathematics calculation, or mathematics problem-solving)
2) Proof that the child did not respond to a scientific, research-based intervention involved in the evaluation procedure. The child is not making adequate progress with intensive, well-designed instruction.
OR
Identify a discrepancy gap between ability and achievement. Academic achievement is compared to a student's intellectual development (IQ) and age-appropriate norms.
3) Evidence that shows patterns of strength and weaknesses in student performance/ academic achievement at state grade-level standards. Teachers should gather a significant amount of data and student work. Several observations need to take place in a variety of academic settings.
4) Rule out that the academic deficit could be caused by a condition other than a learning disability. The learning disability can't be a result primarily due to a different disability category or environmental factors.
5) Medical diagnosis by a physician that is educationally relevant
*The evaluation process is completed by a collaborative team including educators, parents, administrators, and physicians*
(Minnesota Department of Education, 2015)
ALTERNATIVE OPTIONS IF Student is DENIED SERVICES:
1) Contact the Minnesota Parent Training and Information Center (PTI): provides guidance and support in next steps
2) Have your child evaluated by an independent evaluator
3) IDEA's dispute resolution options: Ask for mediation
4) Explore LD Online for Parents and Learning Disabilities Association of America:
- LD Online for Parents
- Learning Disabilities Association of America
2) Have your child evaluated by an independent evaluator
3) IDEA's dispute resolution options: Ask for mediation
4) Explore LD Online for Parents and Learning Disabilities Association of America:
- LD Online for Parents
- Learning Disabilities Association of America