About Learning Disabilities

What is a learning disability?

In general, a learning disability is a sensory or cognitive processing issue where certain kinds of information get stuck or have difficulty moving through the brain. Sensory processing refers to how the brain deals with information that arrives through the senses and cognitive processing refers to what the brain does with that information after it arrives.

A person with a learning disability will usually demonstrate a wide gap between intelligence and achievement, as well as gaps between areas of ability and areas of difficulty.

More than a learning preference:

All people have learning preferences (the ways in which one learns best and the situations in which one is most comfortable learning). When a person has a learning disability, the learning preferences are more pronounced and are strongly controlled by processing strengths and weaknesses. More than a learning preference, the way in which a student with a disability learns best may be the only way for that person to learn.

Processing Issues:

Information processing refers to how the brain:

• Takes in information
• Uses this information
• Stores the information in memory
• Retrieves the information from memory
• Expresses the information

What learning areas are affected?

• Basic Reading
• Reading Comprehension
• Math Calculation
• Math Reasoning
• Organization and Time Management
• Written Expression
• Oral Expression
• Listening Comprehension 

Visual processing – ability of brain to take in and use visual information. Includes visual-spatial organization and memory of visual details, as well as the ability to picture things in the mind, to identify differences in visual stimuli, and to fill in missing visual information. Affects writing (spelling, handwriting), reading skills, organizational skills, mathematical skills, accuracy, and learning through visual information.

Auditory processing – ability of brain to take in and use auditory information. Includes ability to distinguish sounds, remember spoken information, and understand sound patterns. Also includes the ability to fill in missing auditory information, to blend sounds, and understand musical complexities. Affects word decoding, comprehension, spelling, sentence fluency, oral expression, following directions, learning through lecture format.

Sequential/organizational processing (left brain) – ability of brain to store detailed information including facts, dates, and names. The brain has difficulty “filing” detailed information and/or difficulty retrieving that information. Affects short-term memory, long term-retrieval, attention to detail, word order, spelling, reading speed, writing mechanics, organizational skills.

Conceptual/holistic processing (right brain) – ability of brain to make connections and synthesize a holistic view or “big picture.” The brain has difficulty generalizing or reasoning. Affects creativity, use of context, general knowledge, conceptual understanding, and the ability to make inferences or assumptions.

Processing speed – ability of the brain to process information at an effective speed. The speed at which information travels through the brain is compromised. Affects short-term memory, long-term retrieval, speed of reading, writing and talking, ability to pay attention, ability to reason under pressure, response speed.

Dyslexia: “The word dyslexia is derived from the Greek ‘dys’ (meaning poor or inadequate) and ‘lexis’ (words or language)". A person with dyslexia will exhibit problems with language in some or all of the following areas: oral expression, written expression, reading comprehension, word decoding, sequencing, handwriting, mathematical computation, and listening skills. Common symptoms include reversal of words or letters, difficulty with left-right directions or sequential directions, and difficulty with spelling or vocabulary acquisition.

Helpful Strategies for Students with Learning Disabilities:

• Seek to understand your learning disability. Find a professional who can explain your test results to you point by point.
• Develop an ability to articulate and advocate for your unique learning style, including strengths and areas of difficulty.
• Get to know the strategies for reading, writing, critical thinking, time management and organization that work best for you.
• Be willing to assume responsibility for your own advocacy, including knowing needed adjustments and accommodations and being able to explain how they address your difficulties.
• Develop effective, routine study habits.
• Be willing to seek assistance when needed.
• Explore assistive technology such as screen readers, voice recognition software, spelling and grammar programs.
• Understand that it may take longer to graduate than your peers and that you may have to study harder than peers appear to.
• Know that college is meant to be a challenge and that temporary frustration is part of the normal growth process.
• Keep regular communication with advisors, learning services personnel, friends, and family.

Considerations When Working with Students who have a Learning Disability(Specific methods of support will depend on the specific nature of the LD):

• Present information in a modality other than the modality where the processing issue resides. For example, use visual information for a person with auditory processing issues.
• Reduce distractions in the learning environment.
• Provide overviews and summaries of material.
• Reduce course load.
• Provide opportunities for alternative assessment methods so that students can demonstrate learning in their strongest modalities.
• Provide learning opportunities that are hands-on or draw upon a variety of senses (auditory, visual, tactile, olfactory).
• Simplify and repeat instructions.
• Check for understanding.
• Avoid weighting scores heavily on mechanical errors.
• Understand that students may need an editor, reader, or note taker.
• Understand that though a learning disabled student may struggle to express learned material this does not mean the student does not understand the material.
• Provide frequent communication regarding strengths and difficulties.
• Provide support on organizational tasks, structuring assignments, breaking larger tasks into smaller pieces.

Selected Resources:

Crouse, Scott L. “Uncovering the Mystery of Your Learning Disability: Discovery, Self-Awareness, Self-Advocacy.” LD Self Advocacy Manual. 1996. LdPride.net

“General Information About Dyslexia.” 1999. LDOnline