How does one diagnose learning disabilities, and what is the difference between learning disabilities and learning differences?

Learning differences is a more appealing way and probably includes a larger proportion of the population than does the term learning disabilities. Disabilities was the term that was selected in 1969 when the Aid to All Handicapped Children Act was written and passed by Congress. The sense was that the child needed to be disabled before the school would provide special education services, as had been done for instance for children who have had motor coordination problems and required physical therapy for conditions like congenital hip problems or cerebral palsy. The difference implies that there is a distinct, unique style of learning for the person. But unless it is truly associated with some reduction in student performance in one of the academic areas, then it is not considered a learning disability. Changing the educational environment might help a learning difference; usually more than just a minor alteration in teaching strategy would be required for a learning disability. Although family history is important, it alone does not make the diagnosis for a child that is being seen. One wishes to observe the pattern of behaviors both in and out of school, particularly for attentional problems, which must be manifest in multiple environments. Additionally, one must have some sense of the overall intellectual potential of the person as well as specific academic achievement in certain academic areas such as reading, spelling and arithmetic. But motor skill deficits can also be assisted under Federal legislation. Thus students who write slowly as with muscle coordination difficulties, as are not rare in those with learning disabilities, could qualify for some adaptations such as untimed written exams and a reduction in written homework assignments. Quantitative neurological examination performed by us gives a picture of the subtle motor nervous system function as it may be altered in developmental disorders that intrude on a specific academic subject, attention or muscle coordination. Additionally, neuropsychological measures provide the specific cognitive deficit (i.e., thinking glitch) that may account for why the student of average or above intelligence is performing below average in a specific classroom subject. The physiological measures clarify whether or not by routine electroencephalogram alternative forms of medical management, such as those for seizure disorder, may be helpful. And whether by evoked potential studies (N100/P300) one can verify that there are the slow processing speeds that distinguish the special education from the general population. One must also be sensitive to the emotional state of the student, which may be primarily or secondarily at risk with anxiety, depression or obsessiveness; and which will require management if the student's academic skills are to be maximized.

As a consequence, in this medical setting in addition to the usual IQ academic achievement discrepancy, we will be looking at the qualitative features of the student's academic and neuropsychological makeup as part of the qualitative and quantitative assessment. This includes muscle coordination, brain physiology, and emotional status. On that basis not only is diagnosis much more accurate, but is multifaceted, allowing one to provide the most sensitive intervention – both educationally and medically.

Return