1. Learning
Disability

2. Learning Disability
Sometimes called a
learning
difference, learning
disorder, or learning
difficulty

3. Learning Disability
 Is a classification including
several disorders in which a
person has difficulty learning in
a typical manner, usually caused
by an unknown factor or
factors.
 The unknown factor is the
disorder that affects
the brain's ability to receive
and process information.

4. Learning Disability
 This disorder can make it
problematic for a person to learn as
quickly or in the same way as
someone who is not affected by a
learning disability.
 People with a learning disability have
trouble performing specific types of
skills or completing tasks if left to
figure things out by themselves or
if taught in conventional ways.

5. Learning Disability
Some forms of learning
disability are incurable.
Can face unique
challenges that are
often pervasive
throughout the
lifespan.

6. Types of
Learning
Disabilities

7. Reading
Disorder
Writin
Math g
Disabilities
Disorder
Disorders
Nonverbal of
Learning speaking
Disability and
listening

8. Reading Disorder
Most common learning
disability
Developmental
Dyslexia is often used
as a synonym for
reading disability

9. Reading Disorder
 A reading disability can affect any
part of the reading process, including
difficulty with accurate or fluent
word recognition, or both, word
decoding, reading rate, prosody (oral
reading with expression), and reading
comprehension
 “Dyslexia” – this learning disability
used to be known as “word blindness”

10. Writing Disorder
 Speech and language disorders can
also be called Dysphasia/Aphasia
 Impaired written language ability
may include impairments in
handwriting, spelling, organization
of ideas, and composition.
 “Dysgraphia" term for all disorders
of written expression.

11. Math Disability
 Dyscalculia, a math
disability can cause such
difficulties as learning
math concepts (such as
quantity, place value, and
time),
 Difficulty memorizing
math facts

12. Math Disability
 difficultyorganizing
numbers, and understanding
how problems are organized
on the page.
 Dyscalculics are often
referred to as having poor
"number sense".

13. Nonverbal Learning
Disability
 manifest in motor clumsiness, poor
visual-spatial skills, problematic social
relationships, difficulty with math, and
poor organizational skills.
 These individuals often have specific
strengths in the verbal domains,
including early speech, large
vocabulary, early reading and spelling
skills, excellent rote-memory and
auditory retention, and eloquent self-
expression.

14. Disorders of speaking and
listening
 Difficulties that often co-
occur with learning
disabilities include difficulty
with memory, social skills
and executive functions
(such as organizational skills
and time management).

15. DIAGNOSIS

16. Diagnosis
 often identified by school
psychologists, clinical
psychologists, and neuropsycholog
ists through a combination
of intelligence testing, academic
achievement testing, classroom
performance, and social
interaction and aptitude.

17. Diagnosis
 Other areas of assessment may
include
perception, cognition, memory,
attention, and language
abilities. The resulting
information is used to
determine whether a child's
academic performance is
commensurate with his or her

18. Diagnosis
 If
a child's cognitive ability is much
higher than his or her academic
performance, the student is often
diagnosed with a learning disability.
The DSM-IV and many school
systems and government programs
diagnose learning disabilities in this
way (DSM-IV uses the term
"disorder" rather than "disability".)

19. Diagnosis
Recent research has
provided little evidence
that a discrepancy between
formally measured IQ and
achievement is a clear
indicator of LD.