Learning Disabilities/Specific Learning Disabilities
Definition:
IDEA (2004) defines Learning Disabilities/Specific Learning Disabilities as a "disorder in 1 or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, speak, read, write, spell, or do mathematical calculations." Disorders that are included under the IDEA definition are perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The IDEA definition states that the disorders not included result from visual, hearing, or motor disabilities, intellectual delay, emotional disturbance, or disadvantage (Specific Learning Disabilities, 2015). LD/SLDs can affect individuals in various ways, such as affecting the ability to read, write, speak, spell, do math computations, reason, and additionally affect attention, memory, coordination, social skills, and emotional development (New to LD, 2015). |
Eligibility:
According to IDEA, IQ-achievement discrepancy formulas are not a reliable and valid manner to measure eligibility. The best approach to determine eligibility is using a scientific, research-based intervention, also known as Response-to-Intervention, or RTI. It is important to note that eligibility cannot be determined based on lack of research based reading instruction, math instruction, or limited English proficiency (Specific Learning Disabilities, 2015). According to the Minnesota Department of Education, in order to be considered eligible for LD/SLD services under IDEA, a child must meet one of the two following requirements (Specific Learning Disabilities, 2011): 1. ABC (Inadequate achievement, disorder in basic psychological processes, discrepancy between intellectual ability and achievement). OR 2. ABD (Inadequate achievement, disorder in basic psychological processes, data from a system of scientific research-based intervention (SRBI). Statistical Information
According to National IDEA data (2011), Minnesota prevalence of Specific Learning Disabilities/Learning Disabilities is 3.97% of students, and the United States prevalence is 5.23% of students. 2014-2015 Mankato School District Statistics0-2 years old: 0 students
3-5 years old: 0 students 6-11 years old: 80 students 12-17 years old: 99 students 18-21 years old: 10 students Total: 189 students |
Signs and symptoms:
Signs and symptoms of SLDs vary across age groups. Preschool signs and symptoms of learning disabilities include difficulty with pronunciation, difficulty finding the right word to say, trouble with rhyming, struggling to learn the alphabet, numbers, colors, shapes, and days of the week, difficulty learning routines, and lack of fine motor controls (coloring with crayons, pencils, and using scissors, and difficulty with buttons, tying shoes, and zippers). Signs and symptoms of LDs in Elementary students include difficulty with phonemic awareness, trouble with decoding through blending, confusing basic words, frequent misspelled words and reading errors, trouble with math concepts, and slow to learn new skills. In students aged 10-13, symptoms develop such as low reading comprehension or basic math skills, difficulty with open-ended word problems, a dislike of reading and writing, poor spelling skills, and poor handwriting. (Kemp, 2015) |
By: Melanie Adam