| Overview of LD & RD |
Lesson 1: Reading 1 |
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Excerpts from:
Bridges to practice: A research-based guide for literacy practitioners serving adults with learning disabilities.
(1999) Academy for Educational Development
and
University of Kansas Institute for Research in Learning Disabilities.
Excerpted by Online Academy
Cautions When Using the Label
"Learning Disabilities"
To discuss a disability, literacy programs need to have a common understanding of the disability. Coming to terms with a definition of learning disabilities is the first step in effectively serving adults who have learning disabilities. However, in defining this disability, literacy programs should consider the following cautions:
- Using labels can lead to stereotyping and thereby restrict opportunities for individuals.
- The learning disabilities label should not be used to direct society's view of a person.
- Describing a person's difficulties does not describe that person.
- The learning problems experienced by an adult should not become the characteristics that overpower other more positive features of his or her identity.
- A person's strengths are far more important than his or her weaknesses.
- The existence of learning disabilities should not be used as an excuse for lack of success.
Although literacy programs need to be cautious in defining learning disabilities, they also need to understand the potential advantages of recognizing learning disabilities. Because a learning disability is a disability recognized by federal law, the learning disabilities label can provide access to services that otherwise may be denied to an individual. Understanding one's learning disabilities can provide a new perspective on previous failures and learning difficulties, and can lead to obtaining valuable information about how to learn, perform, and advocate for rights and accommodations.
A Definition of Learning Disabilities
There are several definitions of learning disabilities used throughout the country by professional and advocacy organizations and service agencies. For these guidebooks the National ALLD Center has selected the definition of the National Joint Committee on Learning Disabilities (NJCLD) in its 1994 revision.
Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities but do not by themselves constitute a learning disability. Although learning disabilities may occur concomitantly with other handicapping conditions (for example, sensory impairments, mental retardation, serious emotional disturbance) or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. (National Joint Committee on Learning Disabilities, 1994, p. 16.)
The definition was selected because it:
- reflects current information and issues associated with learning disabilities;
- allows for the presence of learning disabilities at any age; and
- has been accepted by a committee with broad representation in the learning disabilities community.
The NJCLD definition is presented below in an annotated format to help you interpret its meaning as applied to adults.
Learning disabilities may be manifested in a variety of ways and degrees of severity. In addition, these disabilities will influence success differently in different situations. Learning disabilities may also take the form of home and/or workplace literacy problems. While learning disabilities tend to be recognized mainly in educational settings, they are disabilities that truly have an impact on a person's whole life experiences.
NJCLD Definition
Learning disabilities is a general term that refers to a heterogeneous group of disorders
Application to Adults
There is neither one type of learning disability nor one profile for adults with learning disabilities. There are many different patterns of learning difficulties. For example, one adult may have a serious reading disability, while another may be able to read adequately, but not be able to communicate thoughts in writing.
NJCLD Definition
manifested by significant difficulties
Application to Adults
All individuals have strengths and weaknesses. Adults with learning disabilities have serious problems that affect some major functions in the home, community, or the workplace. For example an adult may not be able to work at a preferred job because of lack of literacy skills related to learning disabilities.
NJCLD Definition
in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities.
Application to Adults
Learning disabilities are specific in nature. Learning problems encompass one or more ability areas (e.g., reading or math) but do not necessarily include all ability areas. They do not represent simply a delay in development.
NJCLD Definition
These disorders are intrinsic to the individual,
Application to Adults
Learning disabilities are part of a person's makeup. They are not eliminated by changes in the environment, such as increased exposure to literacy events. Although a person can learn to deal effectively with a learning disability, the learning disability does not go away.
NJCLD Definition
presumed to be due to central nervous system dysfunction
Application to Adults
Although most adults with learning disabilities will not have a medical diagnosis of a neurological disorder, the assumption is that there is some sort of difference or difficulty in how the brain works. Current research is shedding greater light on this area.
NJCLD Definition
and may occur across the life span.
Application to Adults
Learning disabilities may be uncovered at different stages of a person's life, depending on many factors. Some factors include severity of the disorder; academic, vocational, and social setting demands; and educators' knowledge of learning disabilities. The symptoms change over time so that a learning disability in a 7-year old child looks different from that in the same person as an adult.
NJCLD Definition
Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities
Application to Adults
Some adults will have difficulty in self-control, perceiving social situations appropriately, and getting along with other people.
NJCLD Definition
but do not by themselves constitute a learning disability.
Application to Adults
The problems described in self-regulation, social perception, and interaction, although often present in adults with learning disabilities, also occur in persons with other disabilities, as well. There are many reasons for these types of problems other than underlying learning disabilities.
NJCLD Definition
Although learning disabilities may occur concomitantly with other handicapping conditions (for example, sensory impairment, mental retardation, serious emotional disturbance)
Application to Adults
A learning disability may be present with other disorders, but these conditions are not the cause of the learning disability. For example, an adult may have a hearing loss along with a learning disability. Also, learning disabilities are not related to low intelligence. In fact, most people with learning disabilities are average or above average in intelligence, but the impact of the disability may impair their ability to function well in school or the workplace.
NJCLD Definition
or with extrinsic influences (such as cultural differences, insufficient inappropriate instruction), they are not the result of those conditions or influences.
Application to Adults
Although learning disabilities are not the result of inadequate schooling or opportunity to learn, they are often exacerbated by these factors. For example, individuals with learning disabilities sometimes have fewer opportunities to learn; they tend to be challenged less by their teachers and parents. Therefore, by the time individuals with learning disabilities become adults, they are further behind than their learning disabilities would predict.
Other Definitions of Learning Disabilities
There are several other definitions of learning disabilities that have been accepted by educators, federal agencies, advocacy groups, and/or professional organizations. The 1977 U.S. Office of Education's definition provides the basis for determining learning disabilities among school-age children. The Learning Disabilities Association of America's definition reflects the views of one of the largest advocacy groups for learning disabilities in the country. The definition of the Interagency Committee on Learning Disabilities is used by federal agencies on the committee, with the exception of the U.S. Department of Education. The definition developed by the National Joint Committee on Learning Disabilities is acceptable to most advocacy and professional organizations. And, finally, the definition of the Rehabilitation Services Administration is one of few attempts to formulate a definition that focuses on work. (For each of these definitions, refer to Appendix A). Although each definition varies somewhat, based on its intended purpose, common elements include:
- The cause for learning disabilities is a problem in the central nervous system.
- Learning disabilities can be present at any age.
- Problems understanding spoken or written language can be caused by learning disabilities.
It is important to recognize that definitions of learning disabilities have been developed not only to clarify the nature of the disability, but to determine who is eligible for certain services. For example, 5% of the school-age population has learning disabilities under the definition and standards set under Individuals with Disabilities Education Act (IDEA) PL 105-17. However, research supported by the National Institutes for Health (NIH) has found that 15-20% of the population may have reading disabilities.
In the adult arena, the Rehabilitation Services Administration definition deals more with which adults qualify for services, as opposed to which adults have learning disabilities. Therefore, someone may have learning disabilities as an adult, but may not qualify for vocational services through the state.
APPENDIX
Important Definitions of Learning Disabilities
The following definitions are important for several reasons. The U.S. Office of Education's definition is the basis for determining learning disabilities among school-age children. The Learning Disabilities Association of America's definition reflects the views of one of the largest advocacy groups for learning disabilities in the country. The Interagency Committee on Learning Disabilities' definition was acceptable to federal agencies on the committee, except for the U.S. Department of Education. The National Joint Committee on Learning Disabilities' more recent LD definition was acceptable to most advocacy and professional organizations. And finally, Rehabilitation Services Administration's definition is one of the few attempts to formulate a definition that focuses on work.
The 1977 U.S. Office of Education
The term "specific learning disability" means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning disabilities which are primarily the result of visual, hearing, or motor handicaps, or mental retardation, or emotional disturbance, or of environmental, cultural, or economic disadvantage. (U.S. Office of Education [1977]. Definition and criteria for defining students as learning disabled. Federal Register, 42:250, p. 65083. Washington, DC: U.S. Government Printing Office.)
The Learning Disabilities Association of America
Specific Learning Disabilities is a chronic condition of presumed neurological origin which selectively interferes with the development, integration, and/or demonstration of verbal and/or nonverbal abilities. Specific Learning Disabilities exist as a distinct handicapping condition and varies in its manifestations and in degree of severity. Throughout life, the condition can affect self-esteem, education, vocation, socialization, and/or daily living activities. [Association for Children with Learning Disabilities (1986). ACLD Description: Specific Learning Disabilities. ACLD Newsbriefs, Sept./Oct. (166), 15. Note: The Association for Children with Learning Disabilities is not the Learning Disabilities Association of America.]
The Interagency Committee on Learning Disabilities
Learning disabilities is a generic term that refers to heterogeneous group of disorders manifested by significant difficulties in acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities, or of social skills. These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction. Even though a learning disability may occur concomitantly with other handicapping conditions (e.g., sensory impairment, mental retardation, social and emotional disturbance), with socioenvironmental influences (e.g., cultural differences, insufficient or inappropriate instruction, psychogenic factors), and especially attention deficit disorder, all of which may cause learning problems, a learning disability is not the direct result of those conditions or influences. (Interagency Committee on Learning Disabilities. (1987). Learning disabilities: A report to the U.S. congress. Bethesda, MD: National Institutes of Health, p. 222.)
The National Joint Committee on Learning Disabilities
Learning disabilities is a general term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual, presumed to be due to central nervous system dysfunction, and may occur across the life span. Problems in self-regulatory behaviors, social perception, and social interaction may exist with learning disabilities, but do not by themselves constitute a learning disability. Although learning disabilities may occur concomitantly with other handicapping conditions (for example, sensory impairment, mental retardation, serious emotional disturbance) or with extrinsic influences (such as cultural differences, insufficient or inappropriate instruction), they are not the result of those conditions or influences. (National Joint Committee on Learning Disabilities. (1988). Collective perspectives on issues affecting learning disabilities: Position papers and statements. Austin, TX: Pro-Ed.)
Rehabilitation Services Administration
A specific learning disability is a disorder in one or more of the central nervous system processes involved in perceiving, understanding, and/or using concepts through verbal (spoken or written) language or nonverbal means. This disorder manifests itself with a deficit in one or more of the following areas: attention, reasoning, processing, memory, communication, reading, writing, spelling, calculation, coordination, social competence, and emotional maturity. (Rehabilitation Services Administration. (1985, January 24). Program policy directive. Washington, DC: U.S. Office of Special Education and Rehabilitation Services.)
