Specific Learning Disabilities 

      A Specific Learning Disability is a lifelong disorder in one or more basic psychological processes involved in acquiring, understanding, and using spoken or written language and symbols. Related disorders can interfere with one’s ability to listen, think, speak, read, write, spell, or do mathematical calculations. School-based definitions generally specify a “significant” discrepancy between the individual’s intelligence and his or her academic achievement.  

1. In affected individuals, information may become distorted, blocked, or scrambled at     any point in the processing chain, including:

a. Intake - where material may be omitted,     misperceived, or only partially received during the encoding process;

b. Organization - where mistakes during sorting and storage of material can lead to confusion and inconsistency during usage;

c. Expression - where errors involving scan, retrieval, and/or output can interfere with smooth and automatic oral and written communication.

2. In adults, Specific Learning Disabilities are commonly recognized as deficits in one or more of the following:

                   Reading decoding

                   Text comprehension

                   Spelling

                   Written expression

                   Mathematical computation

                   Mathematical application

                   Functional academics

                   Focus and attention

                   Problem-solving

                   Time management

                  Organizational skills     

3. Learning Disabilities may include such conditions as perceptual-motor disabilities, attention deficit disorders, expressive and receptive language problems, dyslexia, and other processing lags.

 4. Learning Disabilities do not include deficits that are primarily the result of environmental, cultural, or economic disadvantage.

5. Accommodations for specific Learning Disabilities range from minimal or “common-sense” interventions to extensive (regular and ongoing) assistance in one or more life domains.

 6. Suggested modifications for learning disabilities involving reading and written language may include:

            Highlighter pens and markers

            Easels, reading windows, and ruler guides

            Forms revised to the lowest possible Readability levels

            Qualified readers/advocates

         Appropriately trained attorneys and/or other staff support         

 7. Modifications for disorders affecting oral language may require the use of:

               Repetitions and/or restatement in simplified language

              “English to English” translation of complex or abstract  content

                  Written transcripts of content provided prior to and/or following events 

 8. Suggested modifications for attention disorders may necessitate:

               Breaking tasks into smaller segments

               Providing rest breaks

               Assistance with initial task focus (stimulus selection)

               Prompting or other assistance with task completion (vigilance)

               Medical intervention in the form of drug therapy