What is the difference between a learning disability and a specific learning disability?
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When describing learning problems in Australia, two frameworks are most commonly used by the education, community and government sectors. These are the learning difficulties framework, and the learning disability framework. Below is a summary of the main features of these two frameworks, and the differences between them. Learning difficulty framework Learning disability framework Learning difficulty is a non-categorical definition, including all those who have difficulties learning one or more of the basic academic skills. The National Health & Medical Research Council estimates 10 -16% of population have learning difficulties. Note: This framework includes those who would be
classified as having a learning disability under the learning disability framework; such people are often referred to as having specific or severe learning difficulties. Learning disability is a categorical definition based on diagnosis. The National Health and Medical Research Council estimates 2-4% of the population have learning disabilities. Does not recognise the term 'learning disability' as distinct from the term 'learning difficulty'. Makes a distinction between 'learning difficulties' and 'learning disabilities'. Learning difficulties readily respond to intensive educational intervention. Learning disabilities are lifelong and pervasive, and do not respond readily to intensive education intervention. Does not focus on the primary cause of the learning difficulty. The focus is on the functional educational difficulties rather than on specific causes, except where the cause may influence the type of educational intervention applied. Views learning disabilities as being of neurological origin. Views learning difficulties as resulting from specific causes, such as physical, educational, emotional, or environmental factors. Learning difficulties are viewed as responsive to intensive educational intervention. Learning disabilities are viewed as lifelong conditions which are highly resistant to educational interventions. Even with intensive, proven educational interventions, skills do not improve quickly or significantly. Effective educational intervention will improve basic academic skills such as reading and writing, and will result in an improvement in the individual's academic achievement levels. Intensive educational intervention alone will assist individuals with learning difficulties, but will provide minimal results for individuals with learning disabilities. Academic adjustments and accommodations, and individualised learning strategies are necessary to enable individuals with learning disabilities to achieve at their ability level. The term 'learning difficulty' is used by some services, support groups and peak bodies, as well as in most areas of primary and secondary education. The term 'learning disability' is used by universities, TAFEs, most educational and clinical psychologists, speech pathologists and in some areas of school education Learning difficulties are not recognised as disabilities under the Disability Discrimination Act and under state disability legislation. Learning difficulties arising from physical, emotional or environmental causes are not covered by the legislation because they are not assumed to be underlying disorders or malfunctions (Puplick, 1995). Learning disabilities are legally recognised as disabilities. The rights of individuals with learning disabilities are covered by the federal Disability Discrimination Act and by state disability legislation. We offer specialist care services for children and adults with learning difficulties and have found one of the most common questions that arises when we discuss our care services is how learning disabilities and learning difficulties differ. The two terms can seem interchangeable but there is a marked difference between an individual with learning difficulties and one with learning disabilities. It can be hard for someone who is thought to have one when in fact they have the other to receive the right care, so understanding the difference as a carer/friend/relative is key! MentalHealth.org differentiates between the two as follows:
Using this as our basis for understanding, an individual with a condition such as Downs Syndrome is seen to have a learning disability, as Downs Syndrome impacts all areas of the individual’s life, including their health, physical condition, IQ and life skills. An individual with a condition such as dyslexia would be classed as having a learning difficulty, as this impacts only a certain area, or set of areas, and does not hinder their life skills otherwise. In this example, dyslexia impacts upon the ability to read, write and spell, but the individual can otherwise function without the need for ongoing care and support (for this specific condition). What is the difference between learning disability and specific learning disorder?Learning disorder is a diagnostic term. A licensed professional — usually, a psychologist — diagnoses a person with a learning disorder based on a list of symptoms. Learning disability is a legal term. A public school identifies a student with a learning disability.
What is considered a specific learning disability?A specific learning disability is defined as a disorder in one or more of the basic learning processes involved in understanding or in using language, spoken or written, that may manifest in significant difficulties affecting the ability to listen, speak, read, write, spell, or do mathematics.
What are the 4 major types of learning disabilities?Learning disabilities usually fall within four broad categories:. Spoken language-listening and speaking.. Written language-reading, writing, and spelling.. Arithmetic-calculation and concepts.. Reasoning-organization and integration of ideas and thoughts.. |
