- Students with special educational needs
considered a learning disability if it stems from physical, sensory, or motor handicaps, or from generalized
intellectual impairment (or mental retardation). It is also not an LD if the learning problem really reflects the
challenges of learning English as a second language. Genuine LDs are the learning problems left over after these
other possibilities are accounted for or excluded. Typically, a student with an LD has not been helped by teachers’
ordinary efforts to assist the student when he or she falls behind academically—though what counts as an “ordinary
effort”, of course, differs among teachers, schools, and students. Most importantly, though, an LD relates to a fairly
specific area of academic learning. A student may be able to read and compute well enough, for example, but not be
able to write.
LDs are by far the most common form of special educational need, accounting for half of all students with
special needs in the United States and anywhere from 5 to 20 per cent of all students, depending on how the
numbers are estimated (United States Department of Education, 2005; Ysseldyke & Bielinski, 2002). Students with
LDs are so common, in fact, that most teachers regularly encounter at least one per class in any given school year,
regardless of the grade level they teach.
Defining learning disabilities clearly
With so many students defined as having learning disabilities, it is not surprising that the term itself becomes
ambiguous in the truest sense of “having many meanings”. Specific features of LDs vary considerably. Any of the
following students, for example, qualify as having a learning disability, assuming that they have no other disease,
condition, or circumstance to account for their behavior:
- Albert, an eighth-grader, has trouble solving word problems that he reads, but can solve them easily if he
hears them orally. - Bill, also in eighth grade, has the reverse problem: he can solve word problems only when he can read them,
not when he hears them. - Carole, a fifth-grader, constantly makes errors when she reads textual material aloud, either leaving out
words, adding words, or substituting her own words for the printed text. - Emily, in seventh grade, has terrible handwriting; her letters vary in size and wobble all over the page,
much like a first- or second-grader. - Denny reads very slowly, even though he is in fourth grade. His comprehension suffers as a result, because
he sometimes forgets what he read at the beginning of a sentence by the time he reaches the end. - Garnet’s spelling would have to be called “inventive”, even though he has practiced conventionally correct
spelling more than other students. Garnet is in sixth grade. - Harmin, a ninth-grader has particular trouble decoding individual words and letters if they are unfamiliar;
he reads conceal as “concol” and alternate as “alfoonite”. - Irma, a tenth-grader, adds multiple-digit numbers as if they were single-digit numbers stuck together: 42 +
59 equals 911 rather than 101, though 23 + 54 correctly equals 77.
With so many expressions of LDs, it is not surprising that educators sometimes disagree about their nature and
about the kind of help students need as a consequence. Such controversy may be inevitable because LDs by
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