Specific Learning Disabilities
The term "Learning disorder" is applied when an
individual's academic achievement (on an individually administered standardized
test) falls significantly below what is expected for his or her age, experience
and intelligence. Types of learning disabilities include specific disorders in
reading, mathematics, written expression and "learning disorder NOS" (not
otherwise specified). A variety of formulas can be employed to determine the
significance of a learning disability. Different definitions may be used in
different states for qualifying a child for special educational services.
Definitions range from a 1.3 standard deviations difference between IQ and
academic achievement scores to as high as 2 standard deviations. In most states,
a child's tested intelligence level must also be within the average to low
average range before students are eligible to receive services for specific
learning disabilities.
Prevalence
The estimated of prevalence of learning disabilities
ranges from 2-10%. According to the Diagnostic and Statistical Manual, DSM IV,
T-R, approximately 5% of students in public schools in the United States have
been identified as having a specific learning disability disorder.
In
order to diagnose a specific learning disability, poor academic functioning must
be differentiated from normal variations in academic advancement and school
difficulties due to cultural factors, lack of opportunity or poor teaching. In
addition, individuals should be 12 evaluated for impaired vision, hearing and
mental retardation. The diagnostic criteria for reading disorder are as follows:
- Reading achievement (measured by an individually
administered standardized test of reading accuracy or comprehension) is
substantially below the individual's expected level, given his or her
chronological age, measured intelligence and age appropriate education.
- The disturbance in #1, significantly interferes with
academic achievement and/or activities require reading skills.
- If a sensory deficient is present, reading difficulties are in excess of
those usually associated with it.
According to the DSM IV T-R, from 60-80% of individuals diagnosed with
reading disorders are males. This gender difference is thought to be partial
influenced by referral practices. Prevalence of reading disorders in the Unites
States in estimated to be 4% of school age children. Reading Disorders are more
prevalent among first degree biological individuals with learning disorders.
Mathematics Disorders -- Diagnostic
Criteria:
- Mathematic ability (measured by an individually
administered standardized test) is substantially below the individual's
expected level, given his or her chronological age, measured intelligence and
age appropriate education.
- The disturbance in #1, significantly interferes with
academic achievement and/or activities or daily living that require
mathematical ability.
- If a sensory deficient is present, the mathematical difficulties are in
excess of those usually associated with it.
It is estimated that 1% of school age children have mathematics disorder.
This disorder is rarely diagnosed prior to end of first grade because of
insufficient amount of mathematics material.
Disorder of Written Expression - Diagnostic
Criteria:
- Written Expression (measured by an individually
administered standardized test) is substantially below the individual's
expected level, given his or her chronological age, measured intelligence and
age appropriate education.
- The disturbance in #1 significantly interferes with
academic achievement and/or activities require reading skills.
- If a sensory deficient is present, the reading difficulties are in excess
of those usually associated with it.
The prevalence of disorders of written expression is difficult to establish
because many studies focus on the prevalence of learning disorders in general
without partially out specific concerns.
Learning Disorder Not Otherwise
Specified
This category includes disorders that do not meet the criteria for
any specific learning disorders. This might include a problem in all three
areas, but together significantly interfere with academic functioning even
though the performance on the individual test may not be substantially below
what is expected.
Treatment
Treatments for
specific learning disabilities range from tutoring, remediates (not sure what this
is), special classroom placement, and occupational/physical therapy treatment. It
is important for parents who have children with specific learning disabilities
to understand the child's rights within the educational system. The
specific qualifying standards and intervention strategies.
For more information, please contact the Behavioral
Health (Family Support) office at (402) 955-3900.
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