Common Misconceptions about Learning Disabilities

Various forms of learning disabilities are known to affect students from all across the globe. And yet, the children who suffer from learning disabilities tend to face discrimination in one form or another throughout their childhood. Even individuals who are considered to be tolerant and understanding can become prejudiced when it comes to dealing with differently-abled children. Educating these children is no easy task, with several special education schools have been established over the last decade. These schools have taken it upon themselves to provide education to differently-abled children.

Several misconceptions cloud the real meaning of a learning disability. Some of them discussed by Helene Goldnadel are below:

Learning Disability is similar to other disorders

Learning disabilities are not one single thing, but rather a category that covers a variety of disorders that can potentially become obstacles for success. It's an all-encompassing term that points to weaknesses in areas such as reading, writing, spelling, math, and social skills, just to name a few, and is theorized to result from defective or disorganized ways that information is processed in the brain. Individuals with a learning disability do not necessarily suffer from low intelligence, a lack of motivation or other such factors. Their underachievement is, at least initially, unexpected and unexplained, which is why the term is often misunderstood. The special education schools understand this, and thus deal their students and their disabilities using professional strategies that are designed to handle them in the most effective manner.

Learning disabilities can be easily diagnosed

There is no easy or definitive way to diagnose a learning disability. There's no blood test or X-ray that can be done as part of a child's annual checkup that can detect a learning disability. Even the most advanced medical technology and equipment cannot predict a learning disorder. However, it is known that sometimes LD runs in the family, and a family history of educational deficiencies can be an indication of risk. Furthermore, teachers and caregivers need to offer continuous, detailed information about the child's progress while attending a special education school and how well they respond to given instructions. Performances have to be documented by specialists on evaluations designed to utilize academic skill and the ways that the child processes information. Many other factors such as attention, behavior, and medical history also need to be considered.

Learning disabilities are an indication of low IQ

Below-normal academic performance is not an indication of low intelligence quotient, and does not arise from learning disability. These processing disorders occur for reasons other than diminished reasoning capacity. Factors like poor vision, hearing problems, environmental or cultural factors do not play a part in it. Children with LD have the mental capacity to do well, but since their brains are wired in a different way, they struggle to accomplish tasks that are necessary to success in school and in life. Special education schools consider these factors among many others, and need to make sure that their curriculum revolves around their students' interests, and not the other way around.

Also read: Helene Goldnadel on Child Learning Styles