Specific Learning Disabilities

Introduction 

It is estimated that between 5-15% of individuals worldwide have a specific learning disability (SLD), which can impact a person’s ability to engage in academic and occupational tasks (American Psychiatric Association, 2013). Students with SLDs may experience poor self-esteem and a negative impact on academic performance when their difficulties go unrecognized and accessibility in the learning environment is not prioritized (Cicerchia, n.d.). Fortunately, there are many strategies and supports available to students with SLDs that can mitigate these difficulties. 

This blog first explores what specific learning disabilities are, as well as other factors that may impact students’ learning but are not considered an SLD. Then, it outlines specific signs to aid in the identification of an SLD, including identification in adulthood. Finally, it provides an overview of the rights disabled students have under the Individuals with Disabilities Education Act (IDEA), as well as strategies one might use when advocating for these rights.

What Is a Specific Learning Disability (SLD)? 

A specific learning disability (SLD) describes a difficulty in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia (MARSE, 2022). To put it simply, students with an SLD may have one or more subject areas in which they struggle more than would be expected for their age, development, and demonstrated cognitive ability (LD OnLine, 2003). 

There are various types of learning disabilities impacting different areas of learning. Students with an SLD may struggle with one or more of the functions related to reading, writing, math, and other skills that support the comprehension of various subjects and apprehension of various skills (LD OnLine, 2003). Some specific learning disabilities include the following (LDA n.d.):

The kinds of difficulties students experience in the above domains vary widely. For example, students with dyscalculia may struggle with understanding the abstract concepts present in math (LD OnLine, 2003). Alternatively, interpreting numbers and connecting them to a value might be causing the difficulties. Many students will struggle with both, in addition to various other math-related functions and skills. It’s important to identify underlying difficulties such as these to help the student receive support that meets their own unique learning needs. 

What Isn’t a Specific Learning Disability (SLD)? 

While students with SLDs struggle with some areas of learning, not every child experiencing academic difficulties has a learning disability. An individual experiencing difficulties that are primarily the result of the categories below would not be considered to have an SLD (American Psychiatric Association, 2013; MARSE, 2022):

Other cognitive differences

• An intellectual, neurological, cognitive, or global developmental difference
• Autism or ADHD
• Difficulty related to emotional, psychological, or psychosocial factors

A physical disability, impairment, or difference

• Differences in visual acuity (blindness or vision impairments)
• Deafness or being Hard of Hearing
• A motor impairment

External or environmental factors

• Cultural differences
• Limited proficiency in the language of academic instruction
• Household differences or difficulties 
• Absenteeism
• Environmental or economic barriers 

Students who struggle academically because of any of the above factors would not be considered to have an SLD. However, depending on the nature of their difficulty, they may still qualify for special education services and accommodations under a different qualifying disability (MARSE, 2022). Additionally, it is possible for SLDs to co-occur with many of the experiences listed above. Notably, as many as 45% of children with ADHD are estimated to also have an SLD (DuPaul, Gormley, & Laracy, 2012). It’s important that learning difficulties aren’t prematurely attributed to one of the above factors without exploring the root causes of the difficulty, as this could cause an SLD to be missed or disregarded. 

Identifying Specific Learning Disabilities

When trying to identify whether a child may have an SLD, it’s important to understand that there is “no one definitive characteristic” that distinguishes kids with SLDs from those without (Silver, 2008). Each child with an SLD will have unique strengths and challenges, just as all students do. Additionally, SLDs are not necessarily singular. This means that a student might have difficulties with more than one area of academic functioning. Finally, characteristics of SLDs are also frequently traits of other neurotypes, disabilities, or difficulties, which might make them challenging to identify or differentiate.

If a child struggles with one or more of the following, it may indicate an SLD:

Preschoolers: 

• Communication and speech
• Articulating one’s thoughts 
• Coordination and motor development 
• Forming letters and numbers
• Memory and routine 
• Understanding and remembering instructions 
• Socialization, including interacting with other children

Elementary schoolers: 

• Blending sounds and sounding out words
• Learning letters and numbers
• Sight word recognition
• Reading comprehension
• Remembering facts
• Organizing materials and information 
• Understanding verbal expression and instructions 
• Task completion (especially for multi-step or long-term projects)

The above indicators are not definitive and could be explained by a variety of factors, so it’s important for students who are suspected of having an SLD to receive a comprehensive evaluation in order to make a diagnosis.

For a more comprehensive guide to identifying SLDs in younger children, Dr. Larry Silver (2008) outlines various “clues” here. Additionally, the National Center for Learning Disabilities (2020a) provides a tool to help adults identify SLDs in their children or students, as well as learn about possible courses of action. The LD Checklist: Recognize and Respond is an interactive tool to inventory potentially relevant characteristics. While this tool is not meant to diagnose or recommend a specific treatment, it can help adults communicate with professionals about the child’s strengths and difficulties. They also provide parents and guardians with potential questions to ask their child’s pediatrician and educators to collaboratively provide them with the greatest support (NCLD, 2020a; NCLD, 2020b). 

Identifying Specific Learning Disabilities in Adulthood 

Many adults live with SLDs that were never diagnosed in their childhood for a variety of reasons. Evaluation may not have been accessible, or learning difficulties may have been “masked” or compensated for. Regardless of the cause, learning disabilities can continue to impact individuals into adulthood, and adults who suspect they have a learning disability may benefit from accommodations or services. 

Because SLDs are lifelong, difficulties must have been present from an early age, although they may not have been as readily apparent. Often, adults with SLDs report having to “work harder than others in specific areas to get the same information,” which might have included spending longer on certain assignments or retaking classes (Smith, 2002). Adults with SLDs may struggle with everyday activities due to a lack of proficiency in certain skills that were not developed during their K-12 education (Gerber, 1998). Additionally, adults with SLDs are likely to have acquired social and emotional difficulties related to self-worth, self-esteem, and self-concept due to their unacknowledged and unsupported lifelong difficulties (Gerber, 1998). 

Finally, the specific characteristics of SLDs may appear differently in adulthood outside of the K-12 academic environment. Adults with SLDs may struggle with word pronunciation or retrieval, frequently feeling like what they want to say is “on the tip of [their] tongue” (Shaywitz, 2005). Reading may become more accurate, but is still challenging or exhausting. Adults with SLDs are also likely to have strategies and preferences to manage their difficulties, such as selecting books with more images, charts, and white space (Shaywitz, 2005).

Disabled Students’ Rights: Individuals with Disabilities Education Act (IDEA)

The Individuals with Disabilities Education Act (IDEA) (2004) is a federal law that protects the educational rights of disabled children and outlines the services they are entitled to. Current data shows that 33% of all students who qualify for support under IDEA qualify due to an SLD, making this the largest category of qualifying students (NCES, 2022). Michigan determines students are eligible for special education services under the category of specific learning disability if they do not meet “age or state-approved grade-level standards” and demonstrate “insufficient progress or a pattern of strengths and weaknesses” in one of the following areas (Michigan Criteria for Determining the Existence of a Specific Learning Disability, 2017): 

What does IDEA guarantee?

IDEA ensures that disabled children receive a free, appropriate public education (FAPE) in the least restrictive environment (LRE) (ASK Resource Center, 2018b). This means that public school systems are required to meet the unique needs of disabled students and provide educational services that meet state educational standards at no cost to parents. “Least restrictive environment” means that disabled students are entitled to a full range of placement options to allow for the greatest possible access to educational services and extracurricular activities comparable to their non-disabled peers (ASK Resource Center, 2018b). If students are placed in a non-mainstream classroom, schools must justify this placement according to the student’s needs. Accommodations and services must be provided within mainstream, integrated classrooms, as well. 

IDEA also requires that schools “identify, locate, and evaluate” students who are suspected of having a disability and might need special education services (Child Find, 2022). “Special education” refers to a wide range of services and placements to accommodate students’ support needs; it is not limited to one place or type of support  (ASK Resource Center, 2018b). Additionally, parent(s)/guardian(s) may request their child be evaluated by the school for special education services at no cost to the parent(s)/guardian(s) (Student Advocacy Center of Michigan, n.d.). If a student’s impairment meets IDEA’s definition for “disability,” the student and their parent(s)/guardian(s) must have the opportunity to actively participate in decision making regarding what services the child will receive. This includes collaboration with educators and other professionals to develop an Individualized Education Program (IEP), which identifies specific goals and supports for the student each year (ASK Resource Center 2018a; ASK Resource Center 2018b). More information on this process can be found on Sunfield’s blog Navigating the School System.

Advocating for Students with Specific Learning Disabilities 

Tip #1: Know Your Rights

Understand the components of IDEA and what your student is entitled to. A summary of IDEA principles can be found here (ASK Resource Center 2018b). Additionally, understand the criteria for determining an SLD. The criteria for the state of Michigan can be found here (Michigan Criteria for Determining the Existence of a Specific Learning Disability, 2017).

Tip #2: Maintain Documentation

Maintaining documentation of your student’s performance and any relevant interactions with the school or healthcare providers can support the evaluation process as well as when advocating for the student. LD OnLine (n.d.) recommends maintaining a folder that contains all “letters and materials related to the child’s education.” This should include any school files; results of tests and assignments demonstrating the child’s difficulties and strengths; medical exams and information; a “contact log of discussions with professionals”; and any of your own observations (LD OnLine, n.d.). 

Tip #3: Request an Evaluation (in Writing!)

If you feel your student’s district has not been responsive to their learning difficulties or identified that they may need an evaluation, you have the right to request one (Student Advocacy Center of Michigan, n.d.). Once the school receives this request, they have 10 school days to respond and ask for parent consent. The school has an additional 30 school days after receiving consent to complete the evaluation. 

It is important to make this request in writing if possible to maintain documentation, as it may prevent difficulties down the line. The Student Advocacy Center of Michigan (n.d.) recommends writing a letter to the school and provides this template as a starting point. They also provide this guide to special education to support families through the evaluation process.

Tip #4: What to Do if You Disagree With the Outcome

If the school decides that your child is not eligible for special education services and you disagree, there are a few options. First, you have the option to request a second evaluation performed by an impartial outside evaluator, paid for by the school (Student Advocacy Center of Michigan, n.d.). The Student Advocacy Center of Michigan provides a letter template for this request, as well. If the second evaluation also determines your child is not eligible and you still disagree, you can ask for a due process hearing (which can be costly) or a Section 504 Plan. Section 504 uses a broader definition of “disability” than IDEA, so while the support your child receives may not be as robust, they may be more likely to qualify (Center for Parent Information and Resources, 2012). 

If the school decides that your child is eligible for special education but you and the school cannot agree on the support provided in the Individual Education Plan (IEP), you can request free mediation here through Special Education Mediation Services (Special Education Due Process Complaint Procedures, 2022).

 

References 

American Psychiatric Association. (2013). Specific Learning Disorders. In Diagnostic and statistical manual of mental disorders (5th ed.).  

Child Find. (2022). Michigan Department of Education Office of Special Education. https://www.michigan.gov/mde/-/media/Project/Websites/mde/specialeducation/eval-eligibility/ChildFind.pdf 

DuPaul GJ, Gormley MJ, & Laracy SD. (2012). Comorbidity of LD and ADHD: implications of DSM-5 for assessment and treatment. Journal of Learning Disabilities. 46(1):43-51. doi: 10.1177/0022219412464351.

Gerber, P. (1998). Characteristics of Adults with Specific Learning Disabilities. In Lenz, B.K., Sturomski, N.A., & Corley, M.A. Serving Adults with Learning Disabilities: Implications For Effective Practice (pp. 1-17). National Adult Literacy and Learning Disabilities Center. Excerpt retrieved from LD OnLine. https://www.ldonline.org/ld-topics/adults-ld/characteristics-adults-specific-learning-disabilities 

How to Respond When You Suspect Your Child Has a Learning Disability. (n.d.). LD OnLine. https://www.ldonline.org/getting-started/ld-basics/how-respond-when-you-suspect-your-child-has-learning-disability 

Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 (2004).

Know Your Rights: Special Education. (n.d.). Student Advocacy Center of Michigan. https://www.studentadvocacycenter.org/special-education/ 

The LD Checklist: Recognize and Respond. (2020a). National Center for Learning Disabilities (NCLD). https://www.ncld.org/learning-disabilities-checklist/ 

Learning Disabilities: An Overview. (2003, May 14). LD OnLine. https://www.ldonline.org/ld-topics/about-ld/learning-disabilities-overview 

Mediation. (n.d.). Special Education Mediation Services. https://mikids1st.org/resolution-services/mediation/ 

Michigan Administrative Rules for Special Education (MARSE) With Related IDEA Federal Regulations. Michigan Department of Education Office of Special Education. R 340.1713 Rule 13. (2022). https://www.michigan.gov/-/media/Project/Websites/mde/specialeducation/MI-rules/MARSE_Supplemented_with_IDEA_Regs.pdf?rev=31a344bbefe64c8ca8aeb91d97891591 

Michigan Criteria for Determining the Existence of a Specific Learning Disability. (2017). Michigan Department of Education Office of Special Education. https://www.michigan.gov/-/media/Project/Websites/mde/specialeducation/eval-eligibility/Criteria_for_Existence_of_SLD.pdf 

National Center for Education Statistics. (2022). Students with Disabilities. Condition of Education. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cgg.

Parent Guide: Questions to Ask Educators if Your Child is Struggling. (2020b). National Center for Learning Disabilities (NCLD). https://www.ncld.org/wp-content/uploads/2020/10/Questions-to-Ask-Educators.pdf 

Parent Guide: Questions to Ask Pediatricians if Your Child is Struggling. (2020c). National Center for Learning Disabilities (NCLD). https://www.ncld.org/wp-content/uploads/2020/10/Questions-to-Ask-Pediatricians.pdf 

Parent Participation in IEP Decision Making. (2018a). ASK Resource Center. https://www.askresource.org/filesimages/ASK%20Info%20Sheets/Parent_Participation_in_IEP_Decision_Making.pdf 

Section 504 of the Rehabilitation Act of 1973. (2012). Center for Parent Information and Resources. https://www.parentcenterhub.org/section504/ 

Shaywitz, S. (2005). Overcoming Dyslexia: A new and complete science-based program for reading problems at any level. Alfred A. Knopf. Excerpt retrieved from LD OnLine. https://www.ldonline.org/ld-topics/reading-dyslexia/clues-dyslexia-young-adults-and-adults 

Silver, L. (2008). How Do You Know If Your Child Might Have a Learning Disability? LD OnLine. https://www.ldonline.org/ld-topics/early-identification/how-do-you-know-if-your-child-might-have-learning-disability 

Six Principles of IDEA: The Individuals with Disabilities Education Act. (2018b). ASK Resource Center. https://www.askresource.org/filesimages/ASK%20Info%20Sheets/Six_Principles_of_IDEA.pdf 

Smith, S. (2002). Adults Suffer From Learning Difficulties, Too. LD OnLine. https://www.ldonline.org/ld-topics/adults-ld/adults-suffer-learning-difficulties-too 

Special Education Due Process Complaint Procedures. (2022). Michigan Department of Education Office of Special Education. https://www.michigan.gov/-/media/Project/Websites/mde/specialeducation/DRO/DueProcess_Complaint_Procedures.pdf?rev=ff3283a0f17746cc8db73c0e0f8a3c3a 

Types of Learning Disabilities. (n.d.). Learning Disabilities Association of America (LDA). https://ldaamerica.org/types-of-learning-disabilities/