The day-to-day lives of people with a learning

disability and their families have always been much

affected by the way they are perceived and treated
by the communities they live in.

There is confusion regarding the use of the

terminology used. This varies from country to country
and also whether the perspective is medical, social or
educational.

Learning disability and learning difficulties are used in

the US and sometimes elsewhere to denote
educational problems of a specific nature, such as
dyslexia. In Great Britain, the Department of Health
adopted learning disability as the preferred
alternative to mental handicap. However it has been
argued that intellectual disability is a more accurate
term. This is used by the World Health Organization
(WHO) as well as in Australasia. However in the
United Kingdom, moderate/severe learning

• Learning Disabilities refers to a variety of

disorders that affect the acquisition, retention,
understanding, organization or use of verbal
INTRODUCTION and/or non-verbal information.

Learning disability can affect the way in which a

Dyslexia the learning disability or the hidden person takes in, remembers, understands and
problem expresses information.
People with learning disability are intelligent and
have abilities to learn despite difficulties in
processing information.
Living with a learning disability can have an ongoing
impact on friendships, school, work, self-esteem and
daily life.
People with learning disability can succeed when
individualised self-management skills and strategies
are developed and relevant accommodation is
provided.
The learning disability dyslexia, which centers on
difficulties in reading, once stumped scientists. Since
dyslexics often have good intelligence and even may be
gifted in some areas, it was thought that a little motivation
could get them on the right track. Now researchers not
only know that dyslexia is born of biology, but they also
are getting closer to confirming the key brain areas that are
affected. New insights will help pinpoint therapies and
improve treatment.
Albert Einstein was a genius. And a dyslexic.
The fact that the reading disability, dyslexia - often
marked by deficits in the decoding of words - can affect
smart people, even some famously knowledgeable, once
perplexed scientists. Many assumed that laziness was the
cause.
Now research confirms that more than a kick in the
butt is needed to jumpstart dyslexics' stall in reading.
Studies show a biological basis for this disability that
affects millions of American children and adults. One line
of research indicates that dyslexics use the brain regions
that process written language differently than those
without the disorder.
Dyslexia is a persistent, lifelong condition. There's no cure
for it, but there are ways to approach learning and be
successful.
What is Dyslexia?
Dyslexia is a specific learning disability that is
neurological in origin. It is characterized by difficulties
with accurate and/or fluent word recognition and by poor
spelling and decoding abilities. These difficulties typically
result from a deficit in the phonological component of
language that is often unexpected in relation to other
cognitive abilities and the provision of effective classroom
instruction. Secondary consequences may include
problems in reading comprehension and reduced reading
experience that can impede growth of vocabulary and
background knowledge.
A person with dyslexia is someone whose problem in
reading is not the result of emotional problems, lack of
motivation, poor teaching, mental retardation, or vision or
hearing deficits. Dyslexia is a persistent, lifelong
condition. There's no cure for it, but there are ways to
approach learning and be successful.
Although kids with dyslexia have language processing and
learning difficulties in common, the symptoms and
severity can be quite different. Kids learn some academic
skills at a level lower than others their same age and
intellectual peers, but they can do other things quite well.
They may be talented in the arts, skilled in technology, or
adept with spatial relationships. These strengths and talents
need to be encouraged and reinforced.
Most kids have problems in school at one time or another.
Ask yourself and the teacher if your child has shown these
characteristics to a greater degree than normal over a
period of time and in different environments, e.g., school,
home, child care.
Ages 6-11
 Has difficulty pronouncing words, may
reverse or substitute parts of words
 Has difficulty carrying out a sequence of
directions
 Doesn't hear fine differences in words; e.g.,
writes "pin" for "pen"
 Has problems stating thoughts in an
organized way
 Confuses the order of letters in words
 Doesn't recognize words previously learned
 Spells a word several different ways;
doesn't recognize the correct version
 Has poor reading comprehension
Ages 12-adult
 Has difficulty remembering what he just
read
 Has difficulty concentrating when reading
or writing
 Is unable to tell important information from
unimportant details
 Spells poorly; misspelling is not phonetic
 Has problems taking notes accurately
 Has difficulty organizing and completing
written projects
What if I Suspect My Child Has Dyslexia?
Prepare to talk with your child's teacher about the
problems you've observed at home and learn how your
child is doing in the classroom. Rest assured: There are
many techniques that may help your child succeed, either
by gaining new skills or by using bypass strategies.
• Take notes on the types of errors your child makes,
how often they occur, and where you've noticed
them.
• Keep copies of her work and results from group
tests.
• Conference with her teacher to get a sense of how
she's doing in comparison with her peers.
 • Ask the teacher if she thinks your child might have
a learning disability. (Remember that's the term
most schools use instead of dyslexia.) If you feel
your child's problems are significant and she may
need special education services to benefit from the
general academic curriculum, you can make a
written request for assessment and send it to the
school and/or district administrator. You’ll need to
be specific about her problems, so the information
you gathered earlier will come in handy.
• Tell her you know she tries hard, but you and her
teachers are going to help her find ways to succeed.
• Work in collaboration with school staff; let your
child see you functioning as a team.
• Look into private tutoring through community
agencies or privately if you can afford it.
• Encourage her to use her strengths and talents.
• Be patient with her and support her efforts.

What Can the School Do to Help My Child?

Your child’s teachers and other school professionals will

want to identify the specific skills your child already has
and those she needs to master in developmental sequence,
e.g., hearing differences in sounds, learning letter names,
spelling words that don't follow the rules, etc. This will
allow you and the teacher to plan the next steps of your
child's instructional program by building on what she
already knows.

What Can I Do to Help My Child?

• Depending on your child’s age and language skills,

speak with her about the difficulties you've
observed.
• Ask her how she feels about school and what she
feels she needs help with.