Learning Disabilities Exceptionality Report

Introduction
It wasnt until the 1960s that the medical field even recognized the existence of learning
disabilities. Before then, it was known by several others names:

Mental handicap

Retardation

Word Blindness

Brain Injured

Cerebral Dominance

Strauss Syndrome

It was 1963, to be exact, when Dr. Samuel Kirk defines children with learning disabilities as
a group of children who have disorders in the development of skills needed for social interaction.
In this group I do not include children who have sensory impairments such as blindness of
deafness I also exclude children who have generalized mental retardation (Stanberry, 2014).
While he was one of the first to recognize and evaluate these struggles, he does not speak of
reading, writing, or mathematical difficulties. Schools began teaching children who had learning
disabilities outside the regular education classroom to give them extra help where needed. While
the intention was good, it also derived students of the least restrictive learning environment,
which wasnt realized until later. As the Civil Rights Movement of the 1970s came along,
learning disabilities became more understood earning rights and regulations that would help it
further develop for years to come.
Definition and Prevalence of Condition
According to the IDEA, the definition of specified learning disabilities is stated as:

(10) Specific learning disability -- (i) General. 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, that may manifest itself in an imperfect ability to listen, think, speak, read,
write, spell, or to do mathematical calculations, including conditions such as perceptual
disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

(ii) Disorders not included. Specific learning disability does not include learning problems that
are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of
emotional disturbance, or of environmental, cultural, or economic disadvantage. [34 CFR
300.8(c)(10)].

According to the National Center for Learning Disabilities, there are 2.4 million American public
school students, approx. 5 percent of the total public school enrollment, who have been identified
with LD under the Individuals with Disabilities Education Act. Two-thirds of these students are
male, a higher number compared to the overall enrollment ratio of males to females. LD is the
largest category of students receiving services from special education, which quantifies as 42
percent of the 5.7 million school-age children with various disabilities. More students with LD
are found in households that live in poverty than in middle or upper class households. One in two
students with LD commonly experience an expulsion or suspension. In terms of high school
graduation, the number of LD students receiving a regular HS diploma has gone up from 57
percent to 68 percent, but so has the number graduating with only a certificate, 7 percent to 12
percent. Only 41 percent of students with LD complete college, compared with 52 percent of the

general population. One in 2 young adults with LD reported having some type of involvement
within the criminal justice system within 8 years of leaving high school (Cortiella, 2014).
Classifications of the Condition
Learning disabilities can affect a persons ability in several areas, such as Reasoning,
Mathematics, Reading, Writing, Spelling, Listening, and Speaking. Since it is such a broad
definition, and can encompass several different aspects, it is often confused with ADHD,
laziness, or associated with disorders of emotion or behavior. LDs can range from mild to
moderate to severe, and it is not uncommon for people to have more than one learning disability.
To clarify the classifications of LD, a chart of common types of learning disabilities can help
most people look for the area that the LD affects and the differences between them:
Disability

Dyslexia

Dyscalculia

Area of difficulty

Processing language

Math skills

Symptoms include trouble

with

Reading

Writing

Spelling

Computation

Dysgraphia

Dyspraxia

Written expression

Fine motor skills

Example
Confusing letter
names/sounds,
difficulties blending
sounds to words, slow
reading, trouble
remembering text

Difficulty learning to
Remembering math count by 2s, 3s, 4s, poor
mental math skills,
facts
problems with spatial
Concepts of time and directions
money

Handwriting

Spelling

Composition

Coordination

Manual dexterity

Illegible handwriting,
difficulty organizing
ideas for writing
Trouble with scissors,
buttons, drawing

Information Processing Disorders

Auditory Processing
Disorder

Visual Processing
Disorder

Interpreting auditory
information

Interpreting visual
information

Language
development

Reading

Reading

Writing

Math

Difficulty anticipating
how a speaker will end a
sentence

Difficulty distinguishing
letters like h and n

Other Related Disorders

Attention-Deficit/
Hyperactivity DisorderConcentration and focus
(ADHD)

Over-activity
Distractibility
Impulsivity

Can't sit still, loses

interest quickly,
daydreams

(NCLD Editorial Team, 2014)

Identifying Characteristics
Because the term LD covers such a broad range of difficulties, there are several characteristics of
a learning disability. No one characteristic can tip off a parent or teacher of a disability, so it is
often a few or several difficulties that are noticed that lead to a diagnosis. Common difficulties
include problems with reading, writing, reasoning, math, listening, and speaking. Below is a list
of common characteristics, separated by age group, to look for when observing children who
might be having problems in one or more areas. Many early education teachers are constantly
looking for signs of difficulty in children. The earlier they are detected, the sooner the child can
receive help to allow them to deal with the disability and thrive in academic and social settings.
Preschool signs and symptoms of learning disabilities

Problems pronouncing words

Trouble finding the right word

Difficulty rhyming

Trouble learning the alphabet, numbers, colors, shapes, days of the week

Difficulty following directions or learning routines

Difficulty controlling crayons, pencils, and scissors or coloring within the lines

Trouble with buttons, zippers, snaps, learning to tie shoes

Ages 5-9 signs and symptoms of learning disabilities

Trouble learning the connection between letters and sounds

Unable to blend sounds to make words

Confuses basic words when reading

Consistently misspells words and makes frequent reading errors

Trouble learning basic math concepts

Difficulty telling time and remembering sequences

Slow to learn new skills

Ages 10-13 signs and symptoms of learning disabilities

Difficulty with reading comprehension or math skills

Trouble with open-ended test questions and word problems

Dislikes reading and writing; avoids reading aloud

Spells the same word differently in a single document

Poor organizational skills (bedroom, homework, desk is messy and disorganized)

Trouble following classroom discussions and expressing thoughts aloud

Poor handwriting

(Kemp, Smith, & Segal, 2014)

Diagnostic Assessments
The IDEA regulations that help identify learning disabilities are somewhat general and leave a
lot of the assessments to the states. Because of this, there are a lot of differences from state to
state in relation to the tests and assessments used to diagnose students. Public school systems
typically use the combination of several ways to assess and diagnose, such as:

Norm-referenced Assessment an assessment wherein a persons performance is

compared with the average of a larger group.
Criterion-referenced Assessment an assessment that compares a persons performance
with a specific established level; not compared with that of other people.

Curriculum-based Assessment an assessment in which the objectives of a students

curriculum are used as the criteria against which progress is evaluated.
Screening a preliminary assessment to decide if further study of a childs functioning
level is necessary; screening raises a red flag if a problem is indicated.
(Hardman, Drew, & Egan, 2014)

All of these assessments work together to create an Response to Intervention, which is defined as
the practice of identifying the needs of struggling students and providing them focused
instruction they need through varying levels of assistance ranging from assistance in the regular
classroom to assistance in a special education classroom (Logsdon, 2014).
There are also several steps that must be taken so that a Response to Intervention can help a
student. According to the National Institute of Child Health and Human Development,
RTI usually involves the following:

Monitoring all students progress closely to identify possible learning problems

Providing a child identified as having problems with help on different levels, or tiers

Moving this youngster through the tiers as appropriate, increasing educational assistance
if the child does not show progress

Students who are struggling in school can also have individual evaluations. An evaluation can:

Identify whether a child has a learning disability

Determine a childs eligibility under federal law for special education services

Help construct an individualized education plan (IEP) that outlines supports for a
youngster who qualifies for special education services

Establish a benchmark for measuring the childs educational progress

A full evaluation for a learning disability includes the following:

A medical examination, including a neurological exam, to identify or rule out other

possible causes of the childs difficulties, including emotional disorders, intellectual and
developmental disabilities, and brain diseases

Exploration of the youngsters developmental, social, and school performance

A discussion of family history

Academic achievement testing and psychological assessment

(How Are Learning Disabilities Diagnosed?, 2014)

Eligibility Criteria
There are several IDEA regulations that must be met before, and while, a child is in the use of
special education services when they are diagnosed with a learning disability:
1. Add procedures for identifying children with specific learning disabilities.
A State must adopt, consistent with 34 CFR 300.309, criteria for determining whether a child has
a specific learning disability as defined in 34 CFR 300.8(c)(10). In addition, the criteria adopted
by the State:

Must not require the use of a severe discrepancy between intellectual ability and
achievement for determining whether a child has a specific learning disability, as defined
in 34 CFR 300.8(c)(10);

Must permit the use of a process based on the childs response to scientific, researchbased intervention; and

May permit the use of other alternative research-based procedures for determining
whether a child has a specific learning disability, as defined in 34 CFR 300.8(c)(10).

A public agency must use the State criteria adopted pursuant to 34 CFR 300.307(a) in
determining whether a child has a specific learning disability.
[34 CFR 300.307] [20 U.S.C. 1221e-3; 1401(30); 1414(b)(6)]
2. Require additional group members.
The determination of whether a child suspected of having a specific learning disability is a child
with a disability as defined in 34 CFR 300.8, must be made by the childs parents and a team of
qualified professionals, which must include:

The childs regular teacher; or if the child does not have a regular teacher, a regular
classroom teacher qualified to teach a child of his or her age; or for a child of less than
school age, an individual qualified by the State educational agency (SEA) to teach a child
of his or her age; and

At least one person qualified to conduct individual diagnostic examinations of children,

such as a school psychologist, speech-language pathologist, or remedial reading teacher.

[34 CFR 300.308] [20 U.S.C. 1221e-3; 1401(30); 1414(b)(6)]

3. Add criteria for determining the existence of a specific learning disability.

The group described in 34 CFR 300.306 may determine that a child has a specific learning
disability, as defined in 34 CFR 300.8(c)(10), if:

The child does not achieve adequately for the childs age or to meet State-approved
grade-level standards in one or more of the following areas, when provided with learning
experiences and instruction appropriate for the childs age or State-approved gradelevel
standards:
o Oral expression.
o Listening comprehension.
o Written expression.
o Basic reading skills.
o Reading fluency skills.
o Reading comprehension.
o Mathematics calculation.
o Mathematics problem solving.

The child does not make sufficient progress to meet age or State-approved grade-level
standards in one or more of the areas identified in 34 CFR 300.309(a)(1) when using a
process based on the childs response to scientific, research-based intervention; or the
child exhibits a pattern of strengths and weaknesses in performance, achievement, or
both, relative to age, State-approved grade-level standards, or intellectual development,
that is determined by the group to be relevant to the identification of a specific learning
disability, using appropriate assessments, consistent with 34 CFR 300.304 and 300.305;
and the group determines that its findings under 34 CFR 300.309(a)(1) and (2) are not
primarily the result of:
o A visual, hearing, or motor disability;
o Mental retardation;
o Emotional disturbance;
o Cultural factors;
o Environmental or economic disadvantage; or
o Limited English proficiency.

To ensure that underachievement in a child suspected of having a specific learning disability is

not due to lack of appropriate instruction in reading or math, the group must consider, as part of
the evaluation described in 34 CFR 300.304 through 300.306:

Data that demonstrate that prior to, or as a part of, the referral process, the child was
provided appropriate instruction in regular education settings, delivered by qualified
personnel; and

Data-based documentation of repeated assessments of achievement at reasonable

intervals, reflecting formal assessment of student progress during instruction, which was
provided to the childs parents.

The public agency must promptly request parental consent to evaluate the child to determine if
the child needs special education and related services, and must adhere to the timeframes
described in 34 CFR 300.301 and 300.303, unless extended by mutual written agreement of the
childs parents and a group of qualified professionals, as described in 34 CFR 300.306(a)(1):

If, prior to a referral, a child has not made adequate progress after an appropriate period
of time when provided instruction, as described in 34 CFR 300.309(b)(1) and (b)(2); and

Whenever a child is referred for an evaluation.

[34 CFR 300.309] [20 U.S.C. 1221e-3; 1401(30); 1414(b)(6)]

4. Describe the required observation.
The public agency must ensure that the child is observed in the childs learning environment
(including the regular classroom setting) to document the childs academic performance and
behavior in the areas of difficulty.
The group described in 34 CFR 300.306(a)(1), in determining whether a child has a specific
learning disability, must decide to:

Use information from an observation in routine classroom instruction and monitoring of

the childs performance that was done before the child was referred for an evaluation; or

Have at least one member of the group described in 34 CFR 300.306(a)(1) conduct an
observation of the childs academic performance in the regular classroom after the child
has been referred for an evaluation and parental consent, consistent with 34 CFR
300.300(a), is obtained.

In the case of a child of less than school age or out of school, a group member must observe the
child in an environment appropriate for a child of that age.
[34 CFR 300.310] [20 U.S.C. 1221e-3; 1401(30); 1414(b)(6)]
5. Specify documentation required for the eligibility determination.
For a child suspected of having a specific learning disability, the documentation of the
determination of eligibility, as required in 34 CFR 300.306(a)(2), must contain a statement of:

Whether the child has a specific learning disability;

The basis for making the determination, including an assurance that the determination has
been made in accordance with 34 CFR 300.306(c)(1);

The relevant behavior, if any, noted during the observation of the child and the
relationship of that behavior to the childs academic functioning;

The educationally relevant medical findings, if any;

Whether the child does not achieve adequately for the childs age or to meet Stateapproved grade-level standards consistent with 34 CFR 300.309(a)(1); and the child does
not make sufficient progress to meet age or State-approved grade-level standards
consistent with 34 CFR 300.309(a)(2)(i); or the child exhibits a pattern of strengths and
weaknesses in performance, achievement, or both, relative to age, State-approved grade
level standards or intellectual development consistent with 34 CFR 300.309(a)(2)(i); or
the child exhibits a pattern of strengths and weaknesses in performance, achievement, or
both, relative to age, State-approved grade-level standards or intellectual development
consistent with 34 CFR 300.309(a)(2)(ii);

The determination of the group concerning the effects of a visual, hearing, or motor
disability; mental retardation; emotional disturbance; cultural factors; environmental or
economic disadvantage; or limited English proficiency on the childs achievement level;
and

If the child has participated in a process that assesses the childs response to scientific,
research-based intervention:
o The instructional strategies used and the student-centered data collected; and
o The documentation that the childs parents were notified about: (1) the States
policies regarding the amount and nature of student performance data that would
be collected and the general education services that would be provided; (2)
strategies for increasing the childs rate of learning; and (3) the parents right to
request an evaluation.

Each group member must certify in writing whether the report reflects the members conclusion.
If it does not reflect the members conclusion, the group member must submit a separate
statement presenting the members conclusions.
[34 CFR 300.311] [20 U.S.C. 1221e-3; 1401(30); 1414(b)(6)]
(U.S. Department of Education, 2006)
Strategies, Interventions, and Adaptive Materials
There are several strategies and adaptive materials available for teachers to use within a regular
education classroom so that a student can be part of a least restrictive environment while they go
to school. The LRE has been proven to not only be the best option for students academically, but
socially and emotionally as well. According to PBS, the best strategies include:

Beware of simple solutions.

Because children learn in a number of different ways, there is no single method for
helping all children with learning disabilities. Good teaching is intentional,
systematic, and takes time.

Ask questions.
It is important to know whether the strategy you are considering has been effective
with other children. Some of the questions you may want to ask are:
Has the strategy been studied? - Qualified researchers who will not profit
by the results should conduct the study. The results should appear in
respected magazines or journals, not as advertisements.
Who has been helped by this strategy? - The strategy should be helpful to
children with learning disabilities of same age, sex, ability as your child.
Can this strategy be harmful to my child? - Consider whether the strategy
will make your child feel comfortable and more independent or whether
using it will make her feel embarrassed and different.

Trust your instincts.

Many people may offer suggestions for helping your child, including teachers,
therapists, and other parents. Listen to what others suggest but remember that you
know your child best. Gather information, ask questions, and then use those strategies
that seem to be most appropriate for your child.

For any child receiving special education services, the educational team must ask if there
is a device that will increase, maintain, or improve functional capabilities of that child.
If the answer is yes, the school district must provide certain services:
o a qualified evaluator must complete an assistive technology evaluation;
o if the evaluator recommends a device, it must be acquired;
o and if you, your child or the staff in your childs school need training to use the
device, that training must be provided, too.

(PBS, 2014)

If the child qualifies for an aid to be used within the classroom, there are several types:
Access and Environmental Controls:
Devices that allow increased control of the environment or that open up access to things in the
environment. This includes electronic controls like switches, special keyboards or mice, and
remote controls as well as things that help people get around the community, like ramps,
automatic door openers, and Braille signs.
Aids to Daily Living:

Special tools for daily activities, like brushing teeth, dressing or eating. This includes adapted
utensils, plates and cups, non-skid surfaces, and specially designed toilet seats and shower stalls.
Assistive Listening:
Supports that help a student who is either deaf or has a hearing loss. This includes hearing aids,
amplifiers, captions on TV, and typing telephones.
Augmentative/Alternative Communication:
Supports that allow a child who cannot speak, or whose speech is not understood by others, to
communicate. This includes picture boards, voice output communication devices,
communication software and computers.
Computer-Based Instruction:
Software to help students with learning difficulties in reading, writing, math and other subject
areas.
Mobility:
Equipment that allows a student with a physical or visual disability to move independently and
safely through the community. This includes wheelchairs, walkers, and adapted bicycles.
Positioning:
Any support that helps a student with a physical disability remain in a good position for learning
without becoming tired. This includes adjustable chairs, tables, standers, wedges and straps.
Visual Aids:
Supports that give a student with visual difficulties access to information. This includes largeprint books, books on tape, magnifiers, talking computer software, and Braillers.
(PBS, 2014)
Other Support Services
According to Learning Disabilities Association of America, there are several resources and
services that are available to children, students, and adults who have a learning disability and are
in need of help or assistance at any particular point in their life. These services include:
International Dyslexia Association (IDA) is a non-profit organization dedicated to helping
individuals with dyslexia, their families and the communities that support them.
Learning Ally (formerly Recording for the Blind & Dyslexic), provides information on over
80,000 recorded textbooks and other classroom materials, from 4th grade through postgraduate
levels, available for loan. Individuals with learning disabilities are eligible to participate but must
complete the certification requirements.

LD OnLine offers information for parents, teachers, and other interested professionals in the
areas of learning disabilities, legal issues, current research, instructional strategies, and personal
stories.
National Association for the Education of African American Children with Learning
Disabilities includes information and resources provided by an established network of
individuals and organizations experienced in minority research and special education. It also
provides a parent resource network and publications for teachers, parents, and others.
National Center for Learning Disabilities (NCLD) seeks to raise public awareness and
understanding, furnish national information and referrals, and arrange educational programs and
legislative advocacy.
National Coalition on Auditory Processing Disorders, Inc (NCAPD) includes a state-by-state
referral network.
National Joint Committee on Learning Disabilities (NJCLD) Founded in 1975, the National
Joint Committee on Learning Disabilities (NJCLD) is a national committee of representatives of
organizations committed to the education and welfare of individuals with learning disabilities.
ReadingRockets.org provides detailed information about learning to read and strategies for
supporting struggling readers at home, at school, and in the community. It offers news, practical
information, expert advice, and resources for parents, teachers, tutors, child care providers, and
policy makers.
SmartKidswithLD.org is the website of Smart Kids with Learning Disabilities, Inc., a nonprofit organization dedicated to providing support to parents of children with learning disabilities
and/or attention deficit disorders.
Special Education Guide is a resource for mastering the terminology, procedures and best
practices in special education.
(Learning Disabilities Information Resources, 2014)
Resources
Website
Smart Kids With Learning Disabilities

http://www.smartkidswithld.org/
This website has many resources for parents and teachers of children with a learning disability. It
is set up to empower the children and give them the confidence and skills needed to emotionally
and mentally overcome their disability, feeling them feel more accepted.
National Organization
National Center for Learning Disabilities
http://www.ncld.org/
This organization is a national resource center for people of all ages with a learning disability, as
well as people who need to know more information about a learning disability. There are things
for parents of children with LD, teachers, adults with LD, etc.
State Organization
Learning Disabilities Association of Indiana
http://ldaamerica.org/lda-chapters/indiana/
This is the Indiana chapter of the Learning Disabilities Association of America. This organization
has a local chapter in this state to help its residents with learning disabilities make sense of their
rights and regulations based on state standards.
Informational Book for Parents
A Parent's Guide to Special Education: Insider Advice on How to Navigate the System and Help
Your Child Succeed, 2005.
This book shows an overall look at special education for parents. There are different levels of
special education, and the book is divided into sections that include physical disabilities, learning
disabilities, emotional disturbance, etc.
Childrens Book About A Learning Disability
Happy Birthday Jason, 1984.
This book talks about the reading disability dyslexia, showing that a child with dyslexia is very
similar to a child who does not have a learning disability. It helps regular education students
understand the disability by understanding the life of the main character.

References
Cortiella, C. (2014). The State of Learning Disabilities. Retrieved from National Center for
Learning Disabilities: http://www.ncld.org/types-learning-disabilities/what-is-ld/state-oflearning-disabilities
Hardman, M., Drew, C., & Egan, M. (2014). Human exceptionality: School, community, and
family. Belmont, CA: Wadsworth-Cengage Learning.
How Are Learning Disabilities Diagnosed? (2014, February 2). Retrieved from National Institute
of Child Health and Human Development:
http://www.nichd.nih.gov/health/topics/learning/conditioninfo/pages/diagnosed.aspx
Kemp, G., Smith, M., & Segal, J. (2014, October). Learning Disabilities and Disorders.
Retrieved from Help Guide: http://www.helpguide.org/articles/learningdisabilities/learning-disabilities-and-disorders.htm
Learning Disabilities Information Resources. (2014). Retrieved from Learning Disabilities
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http://learningdisabilities.about.com/od/learningdisabilitybasics/a/LDdiagnosproces.htm
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PBS. (2014). Strategies for Learning Disabilities. Retrieved from PBS Parents:
http://www.pbs.org/parents/education/learning-disabilities/strategies-for-learningdisabilities/
Stanberry, K. (2014). The History of Learning Disabilities. Retrieved from National Center for
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U.S. Department of Education. (2006, October 4). Topic: Identification of Specific Learning
Disabilities. Retrieved from Building The Legacy: IDEA 2004:
http://idea.ed.gov/explore/view/p/,root,dynamic,TopicalBrief,23