Module 1 Strand A2
Module 2 Module 3 Overview Map Caucus Home
What will it take to achieve consensus among those defining Learning Disabilities?
Four characteristics are common to most definitions of Learning Disabilities:
1. Psychological Process Criterion (underlying process component in learning)
2. Exclusionary Criteria (excludes other children with disabilities)
3. Discrepancy Criteria (comparison of ability /achievement or various IQ score subtests)
4. Etiological Criteria (underlying cause)
Possible cause of inability to concur when defining LD ( i.e. overlap of categories ).
| - | Learning Disabled | Mildly MR | Behaviourally Disordered |
| Cognitive | Average/ above average IQ | IQ below 75 | Average IQ mean = ~90 |
| Learning | Deficits in attention,memory, achievement. Significantly more off task behaviour. | Deficits in attention,memory, achievement. Significantly more off task behaviour. | Deficits in attention,memory, achievement. Significantly more off task behaviour. |
| Social | Ignored or rejected by peers | Ignored or rejected by peers | Often actively disliked by peers. |
| Physical | No physical anomalies. | No physical anomalies. | No physical anomalies. |
| Communication | Speech and Language Difficulties | Speech and Language Difficulties | No language difficulties |
| Self-concept | Poor self-concept, outward locus of control | Poor self-concept, outward locus of control | Outward locus of control, poor self-concept |
| Gender | 4:1 B:G | 5:1 B:G | 6-12 : 1 B:G |
MINISTRY OF EDUCATION [OME] DEFINITION (1984)
A Learning Disability is
....
A learning disorder evident in both academic and social situations that involves one or
more of the processes necessary for the proper use of spoken language or the symbols of
communication, and that is characterized by a condition that:
is not primarily the result of: impairment of vision or hearing; physical handicap; mental
retardation; primary emotional disturbance; cultural difference results in a significant
discrepancy between academic achievement and assess intellectual ability, with deficits in
one or more of the following: receptive language, (listening, reading); language
processing, (thinking, conceptualizing, integrating); expressive language, (talking,
spelling, writing); mathematical computations. It may be associated with one or more
conditions diagnosed as : a perceptual handicap; a brain injury; minimal brain
dysfunction; dyslexia and developmental aphasia.
CURRENT DRAFT [OME] DEFINITION (1997)
A Learning Disability is .....
- an ongoing condition characterized by a significant impairment in information and/or language processing and attributable to a central nervous system dysfunction rather than external or environmental influences
- often characterized by a significant discrepancy
between cognitive functioning (which is typically in the average to above range) and
academic achievement
- difficulties in any of the following areas may be associated with this condition:
attention, impulsivity, memory, discrimination, sequencing, organization, problem-solving, co-ordination, verbal and non-verbal communication (including other symbols of communication), reading, writing, spelling, mathematics, social skills, perceptions, phonological processing, emotional maturation.
FACTS TO PONDER:
- a universally acceptable definition remains elusive
- disparate characteristics of this population muddies the clarity between categories of exceptionality e.g. students with LD often confused with those with mild mental retardation, Behavioural disorders, or with ADHD,
- while some deny the existence of a thing such as a learning disability, others use the term to label every learning problem
- all definitions of LD have their advocates and their opponents
Reflect on these definitions and facts as your group prepares a response to Assignment 3. Post in Caucus.
M1
"Light"er Side
M1
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