What are Learning Disorders?

Fifteen percent of the U.S. population, or one in seven Americans, has some type of learning disorder, according to the National Institutes of Health. Diagnostic assessment and testing is crucial for the diagnosis of a learning disorder. A learning disorder is diagnosed when a specific ability, such as reading, is significantly lower than a person’s general ability, usually measured by an IQ test. Learning disorders should not be confused with other disorders such as mental retardation, autism, deafness, blindness, and behavioral disorders. None of these conditions are learning disorders. In addition, they should not be confused with lack of educational opportunities like frequent changes of schools or attendance problems. Also, children who are learning English do not necessarily have a learning disorder. Attention disorders, such as Attention Deficit/Hyperactivity Disorder (ADHD) and learning disorders often occur at the same time, but the two disorders are not the same. Specific abilities can be measured with academic achievement tests such as the Woodcock-Johnson-III or WRAT-4. The DSM-IV-TR (psychiatric diagnostic manual) lists these learning disorders:

 

  • Reading Disorder: Approximately 80 percent of students with learning disorders have been described as reading disabled. Reading skills are weaker than general ability. Can include the ability to decode words and/or reading comprehension.  Another term for reading or writing disorders is Dyslexia. Dyslexia is a language-based learning disorder. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disorder because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services.
  • Disorder of Written Expression: Writing skills are weaker than general ability.  Can include the quality of written expression, spelling, writing speed and legibility, and/or writing syntax. Another term for writing disorders is Dysgraphia. Dysgraphia is a learning disorder 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.
  • Mathematics Disorder: Calculation skills are weaker than general ability. Another term for mathematics disorders 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.
  • Learning Disorder, Not Otherwise Specified: Can be diagnosed when there is a mild deficit in two or three of the areas listed above (reading, writing, and math) that individually fall short of diagnostic criteria, but together can be considered as a significant impairment.
  • Other Learning Disorders: Other disorders are often diagnosed in educational settings, but are not listed in the DSM-IV.  These include Auditory Processing Disorder (verbal skills weaker than nonverbal) or Visual Processing Disorder (spatial skills weaker than verbal).

 

Why is a comprehensive multimodal method necessary for diagnosis and for guiding treatment?

80% of students with a learning disorder have trouble reading. 90% percent will read normally if they receive help by the first grade. 75% percent of children who receive help after the age of nine will have some difficulty throughout life. Research tells us that parents fear that their child may be “labeled for life” if he or she is identified as having a learning disorder. Consider that at least 2.7 million children are receiving help in school because of a learning disability. The National Institutes of Health even estimate that one of every seven Americans (15 percent) has some degree of learning disorder. It is very important that you seek help as soon as you realize your child is having difficulty learning. Seeking help – and certainly recognizing the early signs of a learning disorder – can mean the difference between success and failure for your child in school. Most learning disorders affect reading and language skills. In fact, a significant majority of students with a learning disorder have problems with reading. If these children receive appropriate help in the early grades, most of them will become skilled, independent readers. When help is delayed, it becomes harder and harder for children to catch up. Perhaps the most important reason to seek help early is to spare children the frustration and failure they experience when they don’t do well in school and don’t know why.

What is involved in a comprehensive assessment?

A thorough assessment should include gathering information from individuals familiar with the child, adolescent, or adult in more than one setting, i.e., school, home, place of employment or in the community, both in structured (rating scales) and semi-structured (interviews and narratives) ways. It should include consideration of other diagnostic possibilities and may include intelligence testing, achievement testing, and/or consideration of the child’s, adolescent’s, or adult’s emotional functioning.

How do I go about arranging for such an evaluation?

If you believe you or your child has a Learning Disorder that requires analysis, specialized training, or special education, contact our office to arrange for an evaluation and assessment.