Learning Disabilities

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Brief description of Learning Disabilities

Detailed description of Learning Disabilities

How Learning Disabilities can impact on learning, teaching and training

Brief description of Learning Disabilities

Some people are born with certain impairments that restrict or reduce their ability to learn, understand or communicate as readily as others. A learning disability is not an illness, it is a permanent condition which often cannot be treated or controlled with medication or other therapies, although in some cases an illness may be associated with the condition. Some people are much more profoundly affected than others; these people may require help with most aspects of daily living, whereas those with mild disabilities can usually live with less support but may require some help with social or emotional issues.

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Detailed description of Learning Disabilities

There are many different kinds of learning disability - the term covers a wide range of people with a variety of different abilities and difficulties. Some learning disabilities are well known and easily recognised, such as Down's syndrome; others are more difficult to assess and diagnose, and many remain unclassified because so little is known about them. Categorising people with learning disabilities by measuring their IQ alone does not take into account how well they manage their activities of daily living, neither does it acknowledge their potential. All levels of learning ability are points on a spectrum with no clear dividing lines between them, or between people with mild learning disabilities and the general population. Some individuals with mild learning disabilities may not even be diagnosed because they can adapt and function well socially and can manage well with appropriate support.

A learning disability is caused by the way the brain develops and can be as a result of:

• genetic factors (e.g. Fragile X syndrome and Down's syndrome);
• infection before birth;
• brain injury at birth;
• brain infections or brain damage after birth.

According to Mencap:

• There are 1.5 million people with a learning disability in the UK;
• Less than 1 in 5 people with a learning disability work (compared with 1 in 2 disabled people generally) although at least 65% of people with a learning disability want to work. Of those people with a learning disability that do work, most only work part time and are low paid;
• Just 1 in 3 people with a learning disability take part in some form of education or training.

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How Learning Disabilities can impact on learning, teaching and training

Learning disabilities vary from person to person; therefore, teaching strategies for learners with learning disabilities must be responsive to individual differences.  Teachers need to be aware of making assumptions about learners with learning difficulties as they may also have a wide range of other disabilities, or contributing factors, that affect their learning. These include their strengths as well as their weaknesses.

Individuals with learning disabilities may have difficulties with one or more of the following:

Understanding information provided orally

The learner may have difficulty processing information communicated by the teacher or trainer or in class discussions.

Understanding information provided visually

The individual may have difficulty distinguishing subtle differences in shape (e.g. the letters b and d), deciding which images to focus on when multiple images are present and skip words, or repeat sections, when reading, or misjudge depth or distance. They may have difficulty processing information communicated via overhead projection, through video, in graphs and charts, by email, or within web-based distance learning courses.

The speed at which information is processed

The learner may process auditory and visual information more slowly than the average person. They may be a slow reader because of the need for additional time to decode and comprehend written material.

Abstract reasoning

Individuals may have difficulty understanding the context of subjects such as philosophy and logic which require high level reasoning skills.

Memory (long-term, short-term)

The learner may have difficulty with the storing or recalling of information during short or long term periods.

Spoken and written language

The learner may have difficulty with spelling (e.g. mixing up letters) or with speaking (e.g. reversing words or phrases).

Mathematical calculation

Individuals may have difficulty manipulating numbers, may sometimes invert numbers, and may have difficulty converting problems described in words to mathematical expressions.

Planning and time management

The learner may have difficulty breaking larger projects into smaller sub-projects, creating and following a timeline, and meeting deadlines.

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