Learning Disabilities
Learning Disabilities
In education, learning disability is among the most outstanding issues. Different educationists, psychologists and researchers have provided different definitions for learning disabilities. The IDEA act and the NJCLD provide some of the most comprehensive definitions for learning disabilities. The components of the definitions by both entities have numerous similarities as well as differences. Consequently, these perspectives have had various implications in terms of the identification and program development for students. IDEA is among the most essential policies in the United States concerning education for individuals with disabilities. This justifies why IDEA’s definition for learning disabilities has extensive implications upon the establishment of programs for students. Similarly, the committee on learning disabilities is an influential force behind the implementation of programs pertaining to learning disabilities. This paper seeks to identify the different constituents of the definitions of learning disabilities by NJCLD and IDEA.
Definitions of Learning Disabilities by IDEA
According to IDEA, learning disability refers to a disorder involving mental processes. In essence, these kinds of disorders are evident through difficulty in communication, acquisition of new knowledge and interactions with other people. The definition by IDEA focuses extensively on mental processes and psychological attributes of an individual (Stichter, 2008). However, this definition excludes learning difficulties that are caused by physical disabilities such as deafness and blindness. For instance, under IDEA, a blind student does not necessarily have learning disabilities. Similarly, a student who fails to attain his academic potential because of financial shortcomings does not qualify for a learning disability under the stipulations of IDEA.
Definition of Learning Disability under NJCLD
The NJCLD defines a learning disability as a cluster of a wide variety of disorders that complicates the learner’s capacity to pay attention, study, and make logical interpretations. According to the NJCLD, dysfunctions within the central nervous system have an inherent capacity to cause learning disabilities in an individual (Strichart, 2010).Behavioral disorders might be noticeable among individuals with learning disabilities. However, such disorders are not necessarily learning disabilities. As with the IDEA stipulations, physical handicaps are not tantamount to learning disabilities. Consequently, a deaf person does not necessarily have a learning disability.
Matrix for Defining Learning Disabilities
| IDEA Components | NJCLD Components |
| Difficulties in the acquisition of new knowledge | Difficulties in the acquisition of new knowledge |
| Does not provide a framework for behavioral disorders | Behavioral disorders are noticeable among students with learning disabilities. |
| Excludes dysfunctions central nervous system | Dysfunctions in the central nervous system |
| Physical handicaps are not tantamount to learning disabilities. | Physical handicaps are not tantamount to learning disabilities. |
Similarities
Numerous similarities are evident between the definitions of learning disabilities as provided by NJCLD and IDEA. The first similarity pertains to the difficulties in the acquisition of new knowledge. In both definitions, perspectives about the acquisition of knowledge are a prominent feature. The IDEA definition emphasizes that persons with learning disabilities encounter problems during the process of knowledge acquisition (Fletcher, 2006). This perspective is also evident in the definition for learning disabilities by NJCLD.Apart from difficulty in language acquisition, another similarity evident in both definitions pertains to challenges in understanding mathematical problems. Both the IDEA and NJCLD definitions highlight the learning difficulties experienced by individuals with learning disabilities while trying to solve mathematical problems. Additionally, both definitions exclude physical handicaps as persons with learning disabilities. All these attributes highlight the different attributes that show the similarities in the definitions for learning disabilities by NJCLD and IDEA.
Differences
Both definitions for learning disabilities by the NJCLD and IDEA also have various differences. Firstly, it is vital to note that the definition for learning disabilities by NJCLD emphasizes on the role played by dysfunctions within the central nervous system. However, the definition for learning disabilities by IDEA does not include any framework for the role of the central nervous system in defining learning disabilities. Another difference in the definition for learning disabilities pertains to behavioral disorders.The definition for learning disabilities by NJCLD stipulates that behavioral disorders might be evident among individuals with learning disabilities (Grant, 2010). However, NJCLD clarifies that behavioral disorders are not necessarily a manifestation of learning disabilities in an individual. In contrast, perspectives about behavioral disorders are not evident in IDEA’s definition of learning disabilities.
Impact of similarities on identification and program development
The various similarities in the definition of learning disabilities have numerous implications on identification and program development. The first similarity between the two definitions involves the difficulties in the acquisition of new knowledge. Both IDEA and NJCLD emphasize on the critical role of understanding the learner’s difficulties in gaining new knowledge. This is a critical platform towards ensuring that authorities establish an effective program that can alleviate the learning disabilities (Fletcher, 2006).Through the framework provided by the NJCLD and IDEA, it is possible to establish when individuals have learning disabilities at an early stage. The identification of learning disabilities at an early stage helps in developing an effective program. These perspectives are also vital in terms of developing an effective curriculum for children with learning disabilities. The absence of such considerations can undermine the outcome of curriculums for students with learning disabilities.In essence, students with learning disabilities are at a disadvantage compared to other learners (Grant, 2010). Consequently, it is fundamentally essential for educators to identify these disabilities as early as possible. This underlines the importance of the similarities on the development and establishment of effective programs for students with learning disabilities.
Impact of differences on identification and program development
The notable differences in the definitions for learning disabilities also have far reaching implications on program development. Firstly, it is fundamentally essential for educators to understand that behavioral disorders do not necessarily indicate learning disabilities. However, such disorders are prevalent among students with learning disabilities. For instance, a student with learning disabilities might not have healthy interactions with colleagues at school. These perspectives are evident in NJCLD’s framework for defining learning disabilities.Another essential perspective pertains to the perspectives on the central nervous system (Stichter, 2008). Although these aspects are not evident in IDEA’s definition, NJCLD stipulates that dysfunctions within the central nervous system can lead to learning disabilities. This is because the central nervous system influences the brain capacity to process and interpret information. It is vital to note that these differences might serve as a disadvantage within the implementation framework for different initiatives pertaining to students with disabilities (Grant, 2010). This is because educators might encounter challenges while trying to harmonize the components of the definition for learning disabilities as evident from NJCLD and IDEA.
Studying tips for special need students
There are various tips that would be essential for students with special needs while studying. Firstly, these kinds of students should study in a calm environment. A minor distraction can easily hamper the student’s concentration. For gifted students, they can easily adapt to different kinds of environments. However, disruptive environments are always challenging for students with learning disabilities. Apart from the environment, another pertinent factor of consideration pertains to learning materials.It is fundamentally essential to incorporate physical activities into the learning process. In essence, tasks are extremely vital in building the student’s confidence (Fletcher, 2006). Additionally, the tasks are essential in terms of developing the student’s memory. It is also crucial for teachers to motivate these kinds of students. Such motivation helps appreciate and enjoy the learning process. All these perspectives are extremely essential towards enhancing the learning process for students with disabilities.
Conclusion
The paper examines the different attributes pertaining to the definition of learning disabilities. Both IDEA and NJCLD statutes provide different frameworks for defining learning disabilities. The definition by IDEA focuses extensively on mental processes and psychological attributes of an individual. However, this definition excludes learning difficulties that are caused by physical disabilities such as deafness and blindness. For instance, under IDEA, a blind student does not necessarily have learning disabilities.According to the NJCLD, dysfunctions within the central nervous system have an inherent capacity to cause learning disabilities in an individual. Behavioral disorders might be noticeable among individuals with learning disabilities. The IDEA definition emphasizes that persons with learning disabilities encounter problems during the process of knowledge acquisition. This perspective is also evident in the definition for learning disabilities by NJCLD. NJCLD stipulates that dysfunctions within the central nervous system can lead to learning disabilities. This is because the central nervous system influences the brain capacity to process and interpret information.
References
Fletcher, J. & Lyon, G. (2006). Learning disabilities: From identification to intervention. NY: Guilford Press
Grant, G. & Flynn, M. (2010). Learning disability. NY: McGraw-Hill Education
Stichter, J. & Kauffman, J. (2008). An introduction to students with high-incidence disabilities. Upper Saddle River, NJ: Pearson
Strichart, S. & Mangrum, C. (2010). Study skills for learning disabled and struggling students. Upper Saddle River, NJ: Merrill
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