Learning Disabilities

A learning disability is a disorder that affects a person's ability to interpret what they see and hear, or to link information from different parts of the brain. The most common learning disability is difficulty with language and reading. Please also visit our sister site, LD OnLine, the world's leading website on learning disabilities.

Assistive Technology for Kids with Learning Disabilities: An Overview

By: Kristin Stanberry and Marshall H. Raskind (2009)

If your child has a learning disability, he or she may benefit from assistive technology tools that play to their strengths and work around their challenges.

New Electronics: Turn Them On for Learning

By: National Center for Technology Innovation and Center for Implementing Technology in Education (CITEd) (2009)

Many computer products have built-in accessibility options such as text-to-speech, screen magnification options, or voice input controls. Learn what some of these optional features are and how to integrate them into instruction and studying.

Effective Reading Interventions for Kids With Learning Disabilities

By: Kristin Stanberry and Lee Swanson (2009)

Research-based information and advice for sizing up reading programs and finding the right one for your child with a learning disability.

Writing Disabilities: An Overview

By: Charles A. MacArthur (2009)

Learn from an expert why some kids with learning disabilities struggle with writing and how some instructional approaches can help.

Assistive Technology Tools: Writing

By: Kristin Stanberry and Marshall H. Raskind (2009)

Learn about assistive technology tools — from abbreviation expanders to word-recognition software programs — that address your child's specific writing difficulties.

Assistive Technology Tools: Reading

By: Kristin Stanberry and Marshall H. Raskind (2009)

Learn about assistive technology tools — from audiobooks to variable-speed tape recorders — that help students with reading.

October is Learning Disabilities Month

By: LD OnLine (2008)

October was designated LD Month in 1985 through a proclamation by President Ronald Reagan. Each year the celebration is used to educate the public about learning disabilities.

Learning Disabilities: An Overview

By: LD OnLine (2008)

Learning disabilities (LD) come in several forms. Learn more about them, how they're identified, and what types of instruction support students with LD.

Reading Software: Finding the Right Program

By: National Center for Technology Innovation (2008)

With the range and variety of commercial software products on the shelves today, how can an educator or parent choose a program that will most benefit a particular student? Where are product reviews that can inform the decision?

Dyslexia and High School

By: Melinda Pongrey (2008)

An expert shares her observations of a dyslexic student struggling to learn at school. Also included are numerous proven examples of differentiated instruction and accommodations that can help a student to succeed.

Adolescent Literacy and Older Students with Learning Disabilities

By: National Joint Committee on Learning Disabilities (2008)

This report describes the adolescent literacy problem (grades 4 to 12), its consequences, and contributing factors. Guiding principles for assessment, instruction, and professional development, as well as recommendations for short-term and future consideration, are also addressed.

Having Your Child Tested for Learning Disabilities Outside of School

By: Reading Rockets (2008)

Children who struggle with reading often need extra help. This help usually comes from the school, but some parents choose to look outside the school for professionals who can assess, diagnose, tutor, or provide other education services. The following article provides information on how to find the right person for your child.

A Student's Perspective on Writing

By: Regina G. Richards (2008)

Eli tells us what it is like to have dysgraphia. Regina Richards, a well-known expert on dysgraphia (and Eli's mom), explains how to help children who struggle with the challenges Eli describes. Practical techniques discussed include POWER (Prepare, Organize, Write, Edit, Revise).

The Why, When, What, and How of Disclosure in a Postsecondary Academic Setting

By: Office of Disability Employment Policy, Department of Labor (2007)

When you continue your studies after high school, should you tell the school and instructors about your learning disability? This article will help you decide when and how to disclose your disability to obtain accommodations.

Designing a Dossier: An Instruction Book for Your Child

By: Rick Lavoie (2007)

Many of the adults in your child's life are unfamiliar with learning disorders in general, or your child's unique pattern of strengths and limitations. Developing a one- to three-page dossier that provides useful information about your child can help their babysitters, coaches, teachers, bus drivers, school support staff, neighbors, and relatives understand their limitations. This article describes key elements of such a document and provides a sample.

Communication Strategies for All Classrooms: Focusing on English Language Learners and Students with Learning Disabilities

By: Dale S. Brown and Karen Ford (2007)

Concrete suggestions for teachers who want to communicate well with all of their students, especially English language learners and students with learning disabilities.

Response to Intervention (RTI): A Primer for Parents

By: Mary Beth Klotz and Andrea Canter (2007)

Learn what questions to ask about Response to Intervention (RTI), an approach to helping struggling learners that is gaining momentum in schools across the country. This article from the National Association of School Psychologists tells you the most important features of the process, key terms, and RTI's relationship to special education evaluation.

Transitioning Students with Disabilities to Higher Education: Attitude and Self-Advocacy

By: U.S. Department of Education (2007)

How can you help high school students get ready for post-secondary education? Review these recommendations from the Department of Education and find out how to help students understand their disabilities, explain their disabilities to their professors well enough to obtain accommodations, and develop the computer and time-management skills required of college students.

Transition of Students with Disabilities to Postsecondary Education: A Guide for High School Educators

By: U.S. Department of Education (2007)

How do a student's rights and responsibilities change when they move from high school to post-secondary education? Read these questions and answers from the Department of Education to find out.

Helping Students with LD Pass High-Stakes Tests

By: National Center for Learning Disabilities (NCLD) (2006)

Students must pass a high stakes tests to graduate high school. These tests are a major barrier for students with learning disabilities who often do not test well. Accommodations can help. Learn how to help children with learning disabilities do well on these tests.

Questions to Ask Colleges About Assistive Technology Resources

By: National Center for Technology Innovation and Center for Implementing Technology in Education (CITEd) (2006)

It is important that students with disabilities consider accommodations that colleges provide, including assistive technology (AT) devices and services. This Info Brief highlights differences between the availability of AT in the K-12 environment and college setting, poses questions related to AT that students should consider when selecting a college, and offers links to resources about AT and support networks of interest to prospective college students with disabilities.

Using Assistive Technology to Support Writing

By: Center for Implementing Technology in Education (CITEd) (2006)

Technology—and especially the subset of technology tools known as assistive technology—can be an effective element of the writing curriculum for students with disabilities. Assistive technology (AT) can be defined as a technology that allows someone to accomplish a critical educational or life task. Since writing is so integral to school success, AT is often indicated to assist students with disabilities. In this article, CITEd looks at how technology can support students' writing.

Clues to Dyslexia in Young Adults and Adults

By: Sally E. Shaywitz (2004)

Learn about how the specific signs of dyslexia, both weaknesses and strengths, in any one individual will vary according to the age and educational level of that person.

How to Adapt Your Teaching Strategies to Student Needs

By: Kathleen Bulloch (2004)

Teachers are often asked to modify instruction to accommodate special needs students. In fact, all students will benefit from the following good teaching practices. The following article takes the mystery out of adapting materials and strategies for curriculum areas.

How to Modify Your Teaching for Students With Low Organizational Skills

By: Kathleen Bulloch (2004)

Classrooms today have students with many special needs, and teachers are often directed to "modify as necessary." The following article takes the mystery out of modifying your teaching strategies with concrete examples that focus on students' organizational skills.

My Son's Disability, and My Own Inability to See It

By: Martha Randolph Carr (2004)

This is a cautionary tale, not just for people who have no real idea of what a learning disability is and probably suspect the whole thing is an overindulgent scam, but also for any parent of a child struggling mightily through school.

Five Homework Strategies for Teaching Students With Learning Disabilities

By: Cynthia Warger (2001)

Many students with learning or reading disabilities find homework challenging. Here are five research-based strategies that teachers can use to help students.

Grouping Students Who Struggle With Reading

By: Sharon Vaughn, Marie Tejero Hughes, Sally Watson Moody and Batya Elbaum (2001)

There are a variety of grouping formats that have been proven effective for teaching reading to students with learning disabilities: whole class, small group, pairs, and one-on-one. This article summarizes the research and implications for practice for using each of these grouping formats in the general education classroom.

How Parents Can Be Advocates for Their Children

By: Coordinated Campaign for Learning Disabilities (2000)

Parents are often the best educational advocates for their children, especially children with a learning disability. The Coordinated Campaign for Learning Disabilities (CCLD) has developed the following tips to help parents champion their child.

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