What Are the Foundations of Learning Disabilities?
The history of learning disabilities can be viewed in four distinct periods: the foundational phase, the transition phase, the integration phase, and the current phase. In the current phase, the focus is on the academic, behavioral, cognitive, and language aspects of learning disabilities.
The IDEA 04 definition of learning disabilities, which includes both inclusion and exclusion criteria, is most frequently used although the NJCLD definition has received support.
About 4% to 5% of school-aged children are identified as having a learning disability, representing almost half of all students identified as having a disability under IDEA 04. Prevalence seems to be affected by gender, ethnic background, and geographic region.
What Are the Causes and Characteristics of Learning Disabilities?
Possible causes of learning disabilities are grouped into neurological; genetic; and environmental, including prenatal, perinatal, and postnatal factors.
Learning disabilities represent a wide range of characteristics, and no one individual will display all of them.
Frequently reported characteristics related to learning disabilities include problems in the areas of reading, mathematics, written expression, expressive and receptive language, cognition, and social and emotional skills.
How Are Students with Learning Disabilities Identified?
IDEA 04 now allows the use of response to intervention to help in the identification process.
Identification of a learning disability typically involves the measurement of intelligence and achievement and, in some states, testing psychological processing.
What and How Do I Teach Students with Learning Disabilities?
Most students with learning disabilities participate in the general education curriculum. In planning for content, teachers should consider types of content knowledge and whether extra instruction is needed in the areas of reading, written language, mathematics, or study skills.
Students with learning disabilities may go on to postsecondary settings or move directly into the workforce. Transition services to prepare for either of these routes needs to be a part of the curriculum.
Instructional procedures found to be particularly effective for students with learning disabilities include task analysis, direct instruction, and cognitive and metacognitive strategies instruction. English language learners with learning disabilities may require additional accommodations to fully benefit from instructional procedures.
What Are Other Instructional Considerations for Students with Learning Disabilities?
Structure and organization are key aspects of the environment for students with learning disabilities and need to be considered in planning the physical arrangement of the classroom.
Grouping options that should be considered when teaching students with learning disabilities include one-to-one instruction, small groups, whole class, and peer tutoring. Which option is used will depend on the individual student and what is being taught.
The use of technology to assist students with learning disabilities can be valuable from preschool through the secondary level. Technology is often used with students with learning disabilities to make the presentation of information more interesting and clear, to provide additional practice with concepts, and to provide supports needed to complete tasks.
What Are Some Considerations for the General Education Teacher?
The general education teacher may adjust assignments or lessons through accommodations and adaptations to the curriculum.
Parallel curriculum outcomes or an overlapping curriculum may be used to aid inclusion of students with learning disabilities in the general education classroom.
