Learning Disability (LD)

If you have questions about LD or need help with issues related to education, please contact your PATH, PEN, or TEAM Regional Coordinator. To find your Regional Coordinator, check our Texas PTI Map or call us at 1-800-866-4726.

Frequently Asked Questions about Learning Disabilities


1. What is a learning disability?

A learning disability (LD) is a neurological disorder that affects the brain's ability to receive, process, store and respond to information. The term learning disability is used to describe the seeming unexplained difficulty a person of at least average intelligence has in acquiring basic academic skills. These skills are essential for success at school and work, and for coping with life in general. LD is not a single disorder. It is a term that refers to a group of disorders.

For more information, try our Learning disability (LD) fact sheet: HTML or PDF*

2. How can you tell if a person has a learning disability?

Learning disabilities can affect a person's ability in the areas of:

  • Listening

  • Speaking

  • Reading

  • Writing

  • Mathematics

Other features of a learning disability are:

  • A distinct gap between the level of achievement that is expected and what is actually being achieved

  • Difficulties that can become apparent in different ways with different people

  • Difficulties that manifest themselves differently throughout development

  • Difficulties with socio-emotional skills and behavior.

A learning disability is not a disease, so there is no cure, but there are ways to overcome the challenges it poses through identification and accommodation.

3. Are learning disabilities common?

According to the National Center for Learning Disabilities (NCLD): Currently, almost 2.9 million school-aged children in the US are classified as having specific learning disabilities (SLD) and receive some kind of special education support. They are approximately 5% of all school-aged children in public schools. These numbers do not include children in private and religious schools or home-schooled children.

For more information about learning disability (LD), try these resources:

FAQ's about the different types of Learning Disabilities

1. What are the different types of learning disabilities?

Learning disabilities fall into two major types, plus another miscellaneous category.

  • Speech and language disorders (the person is delayed by years in the development of one of these skills):

  • Difficulty producing speech sounds (developmental articulation disorder). The person might mispronounce certain letters or letter combinations.

    • Difficulty using spoken language to communicate (developmental expressive language disorder). The person has difficulty with verbal expression.

    • Difficulty understanding what other people say (developmental receptive language disorder). The person hears the words, but doesn’t process the words correctly.

  • Academic skills disorders (the person is delayed by years in the development of one of these skills):

    • Reading problems (developmental reading disorder, or dyslexia). The person cannot identify different word sounds.

    • Writing problems (developmental writing disorder, or dysgraphia). The person has problems with handwriting or with creating sentences that make sense to others.

    • Arithmetic skills problems (developmental arithmetic disorder, or dyscalculia). The person has problems with calculations or with abstract mathematical concepts.

  • Miscellaneous learning disabilities

    • Fine motor skills problems (dyspraxia)

    • Nonverbal Learning Disorder

    • Others

For more information about the different types of learning disabilities, try this resource: A Look at Learning Disabilities in Children and Youth

2. What is Developmental Articulation Disorder?

Children with this disorder may have trouble controlling their rate of speech. Or they may lag behind playmates in learning to make speech sounds. For example, Wallace at age 6 still said "wabbit" instead of "rabbit" and "thwim" for "swim." Developmental articulation disorders are common. They appear in at least 10 percent of children younger than age 8. Fortunately, articulation disorders can often be outgrown or successfully treated with speech therapy.

For more information about Developmental Articulation Disorder, try these resources:

3. What is Developmental Expressive Language Disorder?

Some children with language impairments have problems expressing them selves in speech. Their disorder is called, therefore, a developmental expressive language disorder. This disorder can take many forms. For example, a 4-year-old who speaks only in two-word phrases and a 6-year-old who can't answer simple questions have an expressive language disorder.

For more information about Developmental Expressive Language Disorder, try this resource: Expressive Language Disorder

4. What is Developmental Receptive Language Disorder?

Some people have trouble understanding certain aspects of speech. There's a toddler who doesn't respond to his name, a preschooler who hands you a bell when you asked for a ball, or a worker who consistently can't follow simple directions. Their hearing is fine, but they can't make sense of certain sounds, words, or sentences they hear. They may even seem inattentive. These people have a receptive language disorder. Of course, in preschoolers, some misuse of sounds, words, or grammar is a normal part of learning to speak. It's only when these problems persist that there is any cause for concern.

For more information about Developmental Receptive Language Disorder, try this resource: Receptive Language Disorder

5. What is Dyslexia?

Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

For more information about Dyslexia, visit our Dyslexia Resources.

6. What is Dysgraphia?

Dysgraphia is a learning disability that affects writing abilities. It can manifest itself as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Because writing requires a complex set of motor and information processing skills, saying a student has dysgraphia is not sufficient. A student with disorders in written expression will benefit from specific accommodations in the learning environment, as well as additional practice learning the skills required to be an accomplished writer.

For more information about Dysgraphia, try these resources:

7. What is Dyscalculia?

Dyscalculia is a term referring to a wide range of life-long learning disabilities involving math. There is no single form of math disability, and difficulties vary from person to person and affect people differently in school and throughout life.

For more information about Dyscalculia, try these resources:

8. What is Dyspraxia?

Dyspraxia is a term that refers to a specific disorder in the area of motor skill development. People with dyspraxia have difficulty planning and completing intended fine motor tasks. It is estimated that dyspraxia affects at least 2% of the general population to some degree and about 70% of those affected by are male.

For more information about Dyspraxia, try this resource: Dyspraxia

9. What is Nonverbal Learning Disorder?

A nonverbal learning disability is a condition in which an individual does not accurately process information that is not verbal or linguistic (such as visual-spatial information, facial expressions, or social cues).

For more information about Nonverbal Learning Disorder, try these resources:

  • Developing an Educational Plan for the student with NLD

  • NLDontheWeb.org: NLD on the Web! was designed and developed in September, 1999 by Pamela Tanguay and Joan Scott, both mothers of NLD daughters. We first met several years ago on a neuropsychology bulletin board, and joined forces as we headed down the same challenging path - researching the disorder at a time when NLD information was very hard to come by, especially on the web! This site is a result of those efforts.

  • Nonverbal Learning Disorders

FAQ's about Learning Disability (LD) and Education

1. What is IDEA?

The Individuals with Disabilities Education Act (IDEA) is the federal law that provides for special education and related services for children, ages three through 21, with disabilities. IDEA, which is based on the Education of All Handicapped Children Act of 1975, was last reauthorized in 1997. IDEA ensures that a free and appropriate public education (FAPE) based on the individual needs of students with disabilities is available. The law also guarantees rights for children with disabilities and their parents.

2. How is learning disability defined by IDEA?

Our nation's special education law, the Individuals with Disabilities Education Act, defines a specific learning disability as . . .

". . . 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 do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia."

However, learning disabilities do 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 Code of Federal Regulations §300.7(c)(10)

For more information about Learning Disability and IDEA, try this resource: Disabilities that Qualify for Services Under IDEA

3. How does a child qualify for services under IDEA?


To be eligible for special education services under IDEA, a child must meet two requirements:

  1. The child must have one or more of the following disabilities:

    • Autism

    • Deafness

    • Deaf-blindness

    • Hearing Impairment

    • Mental Retardation

    • Multiple Disabilities

    • Orthopedic impairment

    • Other health impairment

    • Serious emotional disturbance

    • Specific learning disability

    • Speech or language impairment

    • Traumatic brain injury

    • Visual impairment (including blindness).


  2. The child’s disability must affect how he or she does in school.

If parents (or guardians) believe that a child meets both these requirements, they should request in writing that the child’s school evaluate the child. If a school thinks a child should be evaluated, it may also initiate an evaluation. In either case, parental permission is required for an evaluation to take place, and the school must evaluate the child at no cost to the parents. If a child’s school refuses to evaluate the child, it must provide an explanation in writing. In this explanation, the school must also give information about parental rights under IDEA, including what steps to take to challenge the refusal.

4. What does an evaluation involve?

An evaluation is not just a simple test. When a child is evaluated, the school must consider the child’s health, social and emotional well being, general intelligence, performance in school and how the child communicates with others. The evaluation should include interviews with parents, the child’s teachers and others who are close to the child. The evaluation team may include the following people:

  • Parents (or guardians)
  • The child’s regular teachers
  • Special education teachers
  • School administrators
  • Someone who can interpret the evaluation results and talk about what instruction may be necessary
  • Representatives from any agencies that may be paying for or providing transition services
  • Other qualified professionals.

Once all the interview and testing information is gathered, the team will meet to decide if the child has a learning disability and, if so, what kind of special services would be most helpful. Parents have a right to be a part of every step of the evaluation process, including deciding the child’s eligibility for special education services.

5. What happens if a child is eligible for special education services?

Within 30 school days of a child being determined eligible for special education services, a meeting must be held to develop an Individualized Education Program (IEP). Creating an IEP has two general goals:

  • To set reasonable learning goals for the child

  • To outline the services that the school district will provide and where they will take place.

Once a child turns 14 (or earlier if appropriate), the IEP must include a transition plan. The plan will address what services the child may need to move from grade to grade; and eventually what agencies may be involved in providing services once the child is out of the school system.

Again, it is important that parents are a part of this process, as it is their right. The child also has a right to be present, and can benefit greatly from being part of the team that designs his or her education strategy.

IDEA requires that a child be taught in the least restrictive environment (LRE) possible. This means that when developing an IEP, keeping the child in general education classrooms with children in his or her grade and age group is a priority. If appropriate, it is preferable for a child to be in a regular class with in-class services and accommodations than in a separate special education class.

Your child’s IEP must be reviewed at least once a year. Meetings can be requested by either parents or the school at any time to discuss if and how the child’s needs are being met. Current law states that a child must also be re-evaluated every three years to determine if he or she is still eligible for services as a child with a disability and whether the child’s educational needs have changed.

For more information about IEP's, see our IEP Resources.

6. What related services does IDEA provide for?

Under IDEA, a child may be eligible for certain related services. The IEP team determines which services should be received.  Possible services include:

  • Transportation

A child may also be eligible for assistive technology devices, such as computers or voice recognition software that can help the child learn more effectively. If the IEP team decides the child would benefit from any of these services, the school is responsible for costs including any devices and the training required to use them.

For more information about IDEA , try these resources:

7. What is Section 504?

Section 504 of the Rehabilitation Act of 1973 is a civil rights law that prohibits discrimination on the basis of disability in programs and activities, public or private, that receive federal financial assistance. The law does not provide funding for special education or related services, but it does permit the federal government to take funding away from programs that do not comply with the law.

For more information about Section 504, see our Section 504 Resources.

8. How does a child qualify under Section 504?

There is no specific mention of learning disabilities in Section 504, however the law defines a person as disabled if he or she:

  • has a physical or mental impairment which substantially limits one or more major life activities,
  • has a record of such an impairment, or
  • is regarded as having such an impairment.

Under the regulation, learning is considered a major life activity. As a general rule, if a child is eligible for services under IDEA, he or she qualifies for protection under Section 504. However, not all students covered by Section 504 are eligible for IDEA-related services. Section 504 has much broader definitions of disability and so it pertains to many more people.

9. What does an evaluation involve?

For school-age children, if parents (or guardians) believe their child should qualify for protections under Section 504, they should contact their child’s school about an evaluation. The law mandates that an evaluation must include a variety of assessment tools that will accurately demonstrate the child’s specific areas of educational need. The evaluation process should also consider various other factors, such as teacher recommendations, physical condition, social and cultural background, behavior and any independent evaluations. Evaluation and service decisions are made by a multi-disciplinary team of people familiar with the child, who understand the means of evaluation and the special service options. Section 504 requires the use of evaluation procedures that ensure that a child is not misclassified, unnecessarily labeled as having a disability or incorrectly placed. The child must be re-evaluated periodically.

10. What happens if a child is eligible for services under Section 504?

If a child is considered disabled under Section 504, school district personnel must create a Section 504 plan. If that child is also eligible for services under IDEA, then in most cases the Individualized Education Program (IEP) will take the place of a Section 504 plan. Some school districts use a separate form.

In order to determine what kind of services would be most appropriate for a child, a team of regular and special education teachers, as well as the school principal, will meet to consider the child’s disability, how it affects the child’s education and what services would be most helpful. Parents (or guardians) should be present for all planning sessions regarding their child.

11. What services are available under Section 504?

Section 504 clearly states that a free and appropriate education must be made available to all qualified students with disabilities. The educational needs of students with disabilities must be met as adequately as the needs of students without disabilities.

A child may be placed in regular education classes with accommodations such as a tape recorder, extended time for test taking or special services such as after-school tutoring. Modifications in academic requirements and expectations may also be considered. In each case, the individual educational needs of the child should be addressed in the least restrictive environment (LRE) possible.

12. What is the role of a parent under Section 504?

Under Section 504, a child’s school district must receive permission from a parent (or guardian) to evaluate the child. Parents should also ask to participate in all aspects of planning and decision-making for the child’s education.

Once a child has been evaluated the school must notify the parents (or guardians) about the results and any decisions that are made. If the parents disagree with any decisions the child’s school makes, both the parents and the school have the right to use mediation to resolve any differences of opinion.

For more information about Learning Disability and Education, try these resources:

FAQ's about Postsecondary Education

 

1. Are there certain colleges that accommodate students with LD?

There are many options available to individuals with learning disabilities who are interested in attending college. Most colleges and universities have some type of services available to students with learning disabilities. Some colleges, moreover, have made it their sole mission to educate individuals with learning disabilities. These colleges include Landmark College (VT), Beacon College (FL), and Mitchell College (CT).

In addition, there are many colleges that not only accept students with learning disabilities, but have programs within their colleges specifically for students with learning disabilities. Many of the programs have separate admissions procedures and qualifications for entrance as well as structured support systems.

2. Do I have to inform a postsecondary school that I have a disability?

No. However, if you want the school to provide an academic adjustment, you must identify yourself as having a disability. Likewise, you should let the school know about your disability if you want to ensure that you are assigned to accessible facilities. In any event, your disclosure of a disability is always voluntary.

3. What rights do I have as a college students with learning disabilities?

Four federal laws impact postsecondary education for learning disabled students in the Unites States: the Individuals with Disabilities Education Act (IDEA), the Americans with Disabilities Act (ADA), the Family Educational Rights and Privacy Act (FERPA), and Section 504 of the Rehabilitation Act of 1973.

For more information about these laws, try these web sites:

4. Can my child receive modifications and use assistive technology during the SAT?

ETS, the publisher of the SAT, offers many options for its test-takers, but the process for getting approval takes seven weeks at the minimum. In most cases, the evaluation and diagnostic testing documentation needs to have been completed within 5 years of the request for modifications.

Your child may request to use AT for his documented disability. Note that there are no additional fees for any testing modifications.

For more information on the documentation criteria, please visit Services for Students with Disabilities (College Board). You can also contact ETS Disability Services directly at 1-866-387-8602.

For more information about LD and Postsecondary Education, try these resources:

Web Sites

Families and Advocates Partnership for Education - FAPE
www.fape.org
FAPE project is a partnership that aims to improve the educational outcomes for children with disabilities. It links families, advocates, and self-advocates to information about the Individuals with Disabilities Education Act (IDEA). The project is designed to address the information needs of the 6 million families throughout the Country whose children with disabilities receive special education services.

George Washington University HEATH Resource Center
www.heath.gwu.edu/
A National Clearinghouse on Post secondary Education for Individuals with Disabilities.

International Dyslexia Association - IDA
www.interdys.org
The International Dyslexia Association (IDA) is a 501(c)(3) non-profit, scientific, and educational organization dedicated to the study and treatment of the learning disability, dyslexia. IDA is the oldest such organization in the U.S. that serves individuals with dyslexia, their families, and professionals in the field.

LD Online
www.ldonline.org
LD OnLine seeks to help children and adults reach their full potential by providing accurate and up-to-date information and advice about learning disabilities and ADHD. The site features hundreds of helpful articles, monthly columns by noted experts, first person essays, children’s writing and artwork, a comprehensive resource guide, very active forums, and a Yellow Pages referral directory of professionals, schools, and products.

Learning Disability Association of Texas
www.ldat.org
The Learning Disabilities Association of Texas (LDAT) is a not-for-profit, volunteer organization dedicated to advancing the education and general welfare of persons with learning disabilities.

National Center for Learning Disabilities (NCLD)
www.ncld.org
The National Center for Learning Disabilities (NCLD) works to ensure that the nation's 15 million children, adolescents and adults with learning disabilities have every opportunity to succeed in school, work and life. NCLD provides essential information to parents, professionals and individuals with learning disabilities, promotes research and programs to foster effective learning and advocates for policies to protect and strengthen educational rights and opportunities.

National Coalition on Auditory Processing Disorders
www.ncapd.org
The mission of the National Coalition on Auditory Processing Disorders, Inc. is to assist families and individuals affected by auditory processing disorders through education, support, and public awareness as well as promoting auditory access of information for those affected by auditory processing disorders.

Recording for the Blind and Dyslexic - Texas
http://www.rfbd.org/TXabout.htm
The Texas Unit of Recording for the Blind & Dyslexic® was founded in 1973 in Austin, Texas. We are one of 29 studios around the US recording textbooks and educational material onto RFB&D's Classic Cassettes™, and RFB&D's AudioPlus® books.

SchwabLearning
www.schwablearning.org
The vision at Schwab Learning is to help kids with learning differences be successful in learning and life by providing LD information and resources to parents.

Partners Resource Network Home | Contact Us | Contact Webmaster | Staff Only | ©2007-2008 Partners Resource Network, Inc.
Valid CSS! Valid XHTML 1.0 Transitional Level A conformance icon, W3C-WAI Web Content Accessibility Guidelines 1.0