What is a Learning Disability?

Interestingly, there is no clear and widely accepted definition of "learning disability." Because of the multidisciplinary nature of the field, there is ongoing debate on the issue of definition, and there are currently at least 12 definitions that appear in the professional literature. These disparate definitions do agree on certain factors:

1. The learning disabled have difficulties with academic achievement and progress. Discrepancies exist between a person's potential for learning and what he actually learns;
2. The learning disabled show an uneven pattern of development (language development, physical development, academic development and/or perceptual development);
3. Learning problems are not due to environmental disadvantage;
4. Learning problems are not due to emotional disturbance.

Until 20 years ago, most people with learning disability who had complex needs, including mental illness, were cared for in specialist 'mental handicap' hospitals. All medical and psychiatric care was provided within the institutions and people with learning disabilities did not frequently come into contact with generic services.

Deinstitutionalisation has since transformed their care and in most Western countries people with learning disabilities now live in the community, regardless of the extent of their disabilities. This process has been guided by the principle of ‘normalisation' since the early 1970s, a philosophy that remains influential today. In its simplest form, normalisation represents a statement of fundamental human rights

What causes Learning Disabilities?
Little is currently known about the causes of learning disabilities. However, some general observations can be made:

• Some children develop and mature at a slower rate than others in the same age group. As a result, they may not be able to do the expected school work. This kind of learning disability is called "maturational lag;"
• Some children with normal vision and hearing may misinterpret everyday sights and sounds because of some unexplained disorder of the nervous system;
• Injuries before birth or in early childhood probably account for some later learning problems;
• Children born prematurely and children who had medical problems soon after birth sometimes have learning disabilities;
• Learning disabilities tend to run in families, so some learning disabilities may be inherited;
• Learning disabilities are more common in boys than girls, possibly because boys tend to mature more slowly;
• Some learning disabilities appear to be linked to the irregular spelling, pronunciation, and structure of the English language. The incidence of learning disabilities is lower in Spanish or Italian speaking countries.

How are Learning Disabilities formally Diagnosed?
By law, learning disability is defined as a significant gap between a person's intelligence and the skills the person has achieved at each age. This means that a severely disabled 10-year-old who speaks like a 6-year-old probably doesn't have a language or speech disability. He has mastered language up to the limits of his intelligence. On the other hand, an 11-year-old with an IQ of 100 who can't write a simple sentence probably does have a learning disability.

Learning disorders may be informally flagged by observing significant delays in the child's skill development. A 2-year delay in the primary years is usually considered significant. For older children, such a delay is not as debilitating, so learning disabilities aren't usually suspected unless there is more than a 2-year delay. Actual diagnosis of learning disabilities, however, is made using standardised tests that compare the child's level of ability to what is considered normal development for a person of that age and intelligence. Test outcomes depend not only on the persons actual abilities, but also on the reliability of the test and the persons ability to pay attention and understand the questions.

Testing a child in an isolated room can sometimes help the child concentrate and score higher. Each type of learning disability is diagnosed in slightly different ways. To diagnose speech and language disorders, a speech therapist tests the child's
pronunciation, vocabulary and grammar and compares them to the developmental abilities seen in most children that age. A psychologist tests the child's intelligence. A physician checks for any ear infections, and an audiologist may be consulted to rule out auditory problems. If the problem involves articulation, a doctor examines the child's vocal cords and throat.

In the case of academic skills disorders, academic development in reading, writing and math is evaluated using standardised tests. In addition, vision and hearing are tested to be sure the student can see words clearly and can hear adequately. The specialist also checks if the child has missed much school.

It's important to rule out these other possible factors. After all, treatment for a learning disability is very different from the remedy for poor vision or missing school. Attention Deficit Hyperactivity Disorder (ADHD) is diagnosed by checking for the long-term presence of specific behaviours, such a considerable fidgeting, losing things, interrupting and talking excessively. Other signs include an inability to remain seated, stay on task, or take turns. A diagnosis of ADHD is made only if the child shows such behaviours substantially more than other children of the same age.