learning disability learning disability learning disability, learning disorder, or learning difficulty (british english) is a condition in the brain that causes difficulties comprehending or processing information and can be caused by several different factors. given the "difficulty learning in a typical manner", this does not exclude the ability to learn in a different manner. therefore, some people can be more accurately described as having a "learning difference", thus avoiding any misconception of being disabled with a lack of ability to learn and possible negative stereotyping. in the united kingdom, the term "learning disability" generally refers to an intellectual disability, while conditions such as dyslexia and dyspraxia are usually referred to as "learning difficulties". for general learning disability, see intellectual disability. learning disabilityother nameslearning difficulties, developmental academic disorder, nonverbal learning disorder, developmental disorder of scholastic skills, unspecified, knowledge acquisition disability nos, learning disability nos, learning disorder nospeople at a learning disabilities month eventspecialtypsychiatry, neurology disability theory and models disability theory ableism / disablism medical model social model education mainstreaming individualized education program (iep) special needs special school special education learning disability therapy physical occupational speech societal implications disability rights movement inclusion normalization people-first language pejorative terms sexuality and disability personal assistance unlicensed assistive personnel (adls) orthotics and braces prosthetics assistive technology assisted living mobility aid physical accessibility universal design web accessibility socioeconomic assistance social security disability insurance supplemental security income ticket to work disability living allowance disabled students allowance disabled persons railcard freedom pass assured income forthe severely handicapped groupsorganizations national telecommuting institute society for disability studies disabled peoples' international (dpi) visitability wethe15 parasports special olympics paralympic games deaflympics invictus games culture disability in the arts disability art disability in the media disabilitylists while learning disability and learning disorder are often used interchangeably, they differ in many ways. disorder refers to significant learning problems in an academic area. these problems, however, are not enough to warrant an official diagnosis. learning disability, on the other hand, is an official clinical diagnosis, whereby the individual meets certain criteria, as determined by a professional (such as a psychologist, psychiatrist, speech language pathologist, or pediatrician). the difference is in degree, frequency, and intensity of reported symptoms and problems, and thus the two should not be confused. when the term "learning disorder" is used, it describes a group of disorders characterized by inadequate development of specific academic, language, and speech skills. types of learning disorders include reading (dyslexia), arithmetic (dyscalculia) and writing (dysgraphia). the unknown factor is the disorder that affects the brain's ability to receive and process information. this disorder can make it problematic for a person to learn as quickly or in the same way as someone who is not affected by a learning disability. people with a learning disability have trouble performing specific types of skills or completing tasks if left to figure things out by themselves or if taught in conventional ways. individuals with learning disabilities can face unique challenges that are often pervasive throughout the lifespan. depending on the type and severity of the disability, interventions, and current technologies may be used to help the individual learn strategies that will foster future success. some interventions can be quite simplistic, while others are intricate and complex. current technologies may require student training to be effective classroom supports. teachers, parents, and schools can create plans together that tailor intervention and accommodations to aid the individuals in successfully becoming independent learners. a multi-disciplinary team frequently helps to design the intervention and to coordinate the execution of the intervention with teachers and parents. this team frequently includes school psychologists, special educators, speech therapists (pathologists), occupational therapists, psychologists, esl teachers, literacy coaches, and/or reading specialists. definition representatives of organizations committed to the education and welfare of individuals with learning disabilities are known as national joint committee on learning disabilities (njcld). the njcld used the term 'learning disability' to indicate a discrepancy between a child's apparent capacity to learn and their level of achievement. several difficulties existed, however, with the njcld standard of defining learning disability. one such difficulty was its belief of central nervous system dysfunction as a basis of understanding and diagnosing learning disability. this conflicted with the fact that many individuals who experienced central nervous system dysfunction, such as those with cerebral palsy, did not experience disabilities in learning. on the other hand, those individuals who experienced multiple handicapping conditions along with learning disability frequently received inappropriate assessment, planning, and instruction. the njcld notes that it is possible for learning disability to occur simultaneously with other handicapping conditions, however, the two should not be directly linked together or confused. in the 1980s, njcld, therefore, defined the term learning disability as: 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 with other handicapping conditions (e.g. sensory impairment, intellectual disability, social and emotional disturbance) or environmental influences (e.g. cultural differences, insufficient/inappropriate instruction, psychogenic factors) it is not the direct result of those conditions or influences. the 2002 ld roundtable produced the following definition:concept of ld: strong converging evidence supports the validity of the concept of specific learning disabilities (sld). this evidence is particularly impressive because it converges across different indicators and methodologies. the central concept of sld involves disorders of learning and cognition that are intrinsic to the individual. sld are specific in the sense that these disorders each significantly affect a relatively narrow range of academic and performance outcomes. sld may occur in combination with other disabling conditions, but they are not due primarily to other conditions, such as intellectual disability, behavioral disturbance, lack of opportunities to learn, or primary sensory deficits.the issue of defining learning disabilities has generated significant and ongoing controversy. the term "learning disability" does not exist in dsm-iv, but it has been added to the dsm-5. the dsm-5 does not limit learning disorders to a particular diagnosis such as reading, mathematics, or written expression. instead, it is a single diagnosis criterion describing drawbacks in general academic skills and includes detailed specifiers for the areas of reading, mathematics, and written expression. united states and canada in the united states and canada, the terms learning disability and learning disorder (ld) refer to a group of disorders that affect a broad range of academic and functional skills including the ability to speak, listen, read, write, spell, reason, organize information, and do math. people with learning disabilities generally have intelligence that is average or higher. legislation in the united states the section 504 of the rehabilitation act 1973, effective may 1977, guarantees certain rights to people with disabilities, especially in the cases of education and work, such being in schools, colleges and university settings. the individuals with disabilities education act, formerly known as the education for all handicapped children act, is a united states federal law that governs how states and public agencies provide early intervention, special education and related services to children with disabilities. it addresses the educational needs of children with disabilities from birth to the age of 21. considered as a civil rights law, states are not required to participate. canada in canada, the first association in support of children with learning disabilities was founded in 1962 by a group of concerned parents. originally called the association for children with learning disabilities, the learning disabilities association of canada – ldac was created to provide awareness and services for individuals with learning disabilities, their families, at work, and the community. since education is largely the responsibility of each province and territory in canada, provinces and territories have jurisdiction over the education of individuals with learning disabilities, which allows the development of policies and support programs that reflect the unique multicultural, linguistic, and socioeconomic conditions of its area. united kingdom in the uk, terms such as specific learning difficulty (spld), developmental dyslexia, developmental coordination disorder and dyscalculia are used to cover the range of learning difficulties referred to in the united states as "learning disabilities". in the uk, the term "learning disability" refers to a range of developmental disabilities or conditions that are almost invariably associated with more severe generalized cognitive impairment. the lancet defines 'learning disability' as a "significant general impairment in intellectual functioning acquired during childhood", and states that roughly one in 50 british adults have one. japan in japan, acknowledgement and support for students with learning disabilities has been a fairly recent development, and has improved drastically since the start of the 21st century. the first definition for learning disability was coined in 1999, and in 2001, the enrichment project for the support system for students with learning disabilities was established. since then, there have been significant efforts to screen children for learning disabilities, provide follow-up support, and provide networking between schools and specialists. effects the effects of having a learning disability or learning difference are not limited to educational outcomes: individuals with learning disabilities may experience social problems as well. neuropsychological differences can affect the accurate perception of social cues with peers. researchers argue persons with learning disabilities not only experience negative effects as a result of their learning distinctions, but also as a result of carrying a stigmatizing label. it has generally been difficult to determine the efficacy of special education services because of data and methodological limitations. emerging research suggests adolescents with learning disabilities experience poorer academic outcomes even compared to peers who began high school with similar levels of achievement and comparable behaviors. it seems their poorer outcomes may be at least partially due to the lower expectations of their teachers; national data show teachers hold expectations for students labeled with learning disabilities that are inconsistent with their academic potential (as evidenced by test scores and learning behaviors). it has been said that there is a strong connection between children with a learning disability and their educational performance. many studies have been done to assess the correlation between learning disability and self-esteem. these studies have shown that an individual's self-esteem is indeed affected by their own awareness of their learning disability. students with a positive perception of their academic abilities generally tend to have higher self-esteem than those who do not, regardless of their actual academic achievement. however, studies have also shown that several other factors can influence self-esteem. skills in non-academic areas, such as athletics and arts, improve self-esteem. also, a positive perception of one's physical appearance has also been shown to have positive effects of self-esteem. another important finding is that students with learning disabilities are able to distinguish between academic skill and intellectual capacity. this demonstrates that students who acknowledge their academic limitations but are also aware of their potential to succeed in other intellectual tasks see themselves as intellectually competent individuals, which increases their self-esteem. research involving individuals with learning disabilities who exhibit challenging behaviors who are subsequently treated with antipsychotic medications provides little evidence that any benefits outweigh the risk. causes the causes for learning disabilities are not well understood, and sometimes there is no apparent cause for a learning disability. however, some causes of neurological impairments include: heredity and genetics: learning disabilities are often linked through genetics and run in the family. children who have learning disabilities often have parents who have the same struggles. children of parents who had less than 12 years of school are more likely to have a reading disability. some children have spontaneous mutations (i.e. not present in either parent) which can cause developmental disorders including learning disabilities. one study estimated that about one in 300 children had such spontaneous mutations, for example a fault in the cdk13 gene which is associated with learning and communication difficulties in the children affected. problems during pregnancy and birth: a learning disability can result from anomalies in the developing brain, illness or injury. risk factors are fetal exposure to alcohol or drugs and low birth weight (3 pounds or less). these children are more likely to develop a disability in math or reading. children who are born prematurely, late, have a longer labor than usual, or have trouble receiving oxygen are more likely to develop a learning disability. accidents after birth: learning disabilities can also be caused by