Learning Disability Definitions
Learning Disability Definitions
Carolyn Stacey
Introduction
This article addresses the components of The Individuals with Disabilities Education Act (2004) and The National Joint Committee on Learning Disabilities (1981) definitions of Learning Disabilities. Their similarities and differences in terms of their impact on identification and program development for students , the Canadian definition perspective as well as the inclusion of studying tips for special needs students is explored. The Individuals with Disabilities Education Act is the American federal law that governs special education services for children from the time of birth until they graduate from high school. Revised in 2004, the Act defines Learning Disabilities as the following: Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations. The term included such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. This term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. (Public Law 108-446)
The National Joint Committee on Learning Disabilities (1981) has defined Learning disabilities as the following: Learning disabilities is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction. Even though a learning disability may occur concomitantly
Carolyn Stacey
Introduction
This article addresses the components of The Individuals with Disabilities Education Act (2004) and The National Joint Committee on Learning Disabilities (1981) definitions of Learning Disabilities. Their similarities and differences in terms of their impact on identification and program development for students , the Canadian definition perspective as well as the inclusion of studying tips for special needs students is explored. The Individuals with Disabilities Education Act is the American federal law that governs special education services for children from the time of birth until they graduate from high school. Revised in 2004, the Act defines Learning Disabilities as the following: Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or to do mathematical calculations. The term included such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. This term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. (Public Law 108-446)
The National Joint Committee on Learning Disabilities (1981) has defined Learning disabilities as the following: Learning disabilities is a generic term that refers to a heterogeneous group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or mathematical abilities. These disorders are intrinsic to the individual and presumed to be due to central nervous system dysfunction. Even though a learning disability may occur concomitantly
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