What is a Learning Disability?

What is a Learning Disability?

According to the World Health Organization, a learning disability is a medical term referring to a permanent disorder of neurological origin. A learning disability involves impairments affecting one or more neuropsychological functions, disrupting the acquisition, understanding, use, and processing of verbal or non-verbal information. It is not caused by intellectual disability, sensory deficits (e.g., hearing or vision), lack of educational support, lack of motivation, or adverse socio-economic conditions.

Studies estimate that about 10–15% of the population is affected by this condition. Learning disabilities can be present from birth (genetic or congenital origins) or acquired (e.g., from brain injury).

What Criteria Are Used to Diagnose Learning Disabilities?

The diagnostic criteria for identifying learning disabilities have been established by the American Psychiatric Association (DSM) and the World Health Organization (ICD). These criteria are internationally recognized by scientific and medical authorities.

A key criterion for diagnosing a learning disability is a discrepancy of at least two years between intellectual performance and academic achievement. This discrepancy cannot be explained by:

1. a) intellectual disability,
   b) psycho-affective disorders,
   c) sensory deficits (vision or hearing),
   d) lack of educational opportunities, or
   e) lack of motivation and interest.

Therefore, diagnosing a learning disability or learning disorder requires a comprehensive analysis of the child or adult’s overall profile, including academic history, intellectual assessment, and psycho-affective profile. Only neuropsychologists or psychologists specialized in learning disability assessments are qualified to conduct this comprehensive analysis.

Learning Disabilities May Stem From One or More of the Following Neuropsychological Disorders or Syndromes:

• Dyslexia
• Dysorthographia
• Dyscalculia
• Developmental language disorder
• Developmental coordination disorder
• Attention deficit (with or without hyperactivity)
• Executive function disorders
• Memory disorders
• Autism spectrum disorder
• Tourette syndrome
• Chromosomal syndromes (e.g., Klinefelter, Turner).

Learning disabilities or learning disorders are lifelong conditions that constitute genuine handicaps. They affect not only academic performance but also interpersonal relationships, daily activities, and workplace tasks.

Impacts on School Performance and Self-Esteem
At school, students with learning disabilities often struggle with poor grades or even failures in one or more subjects, despite significant effort. This can lead to reduced self-esteem. Early identification and appropriate interventions are therefore essential for effective support.

Definition by Quebec’s Ministry of Education
According to the Ministry of Education of Quebec:
“The overall situation of the student (including academic, psychological, medical, or other relevant data) must be considered when determining the presence of specific disabilities. Specific disabilities refer to a heterogeneous set of persistent difficulties observable in processes required for language development, use, or comprehension.”

Examples of Observed Manifestations:

• Difficulty with reading skills
• Difficulty with writing skills
• Difficulty communicating orally
• Challenges in conceptualization or reasoning

Learning Disabilities vs. Learning Difficulties

• Learning Disabilities: Persistent, permanent, and unrelated to intelligence or socio-emotional factors. While no cure exists, tailored interventions and accommodations can greatly improve learning and performance.
• Learning Difficulties: Temporary obstacles linked to life circumstances (e.g., grief, anxiety, financial hardships). These usually resolve when the underlying issues are addressed.

Signs Suggesting a Possible Learning Disability (learning disorder)

• The student fails to meet academic expectations.
• The student meets expectations but only with significant effort.
• Behavioral problems are present.
• Emotional issues (e.g., anxiety, depression) arise.

How to Intervene

A thorough neuropsychological evaluation is the first step to precisely diagnosing the learning disability and helping the child, adult, or caregivers understand its origin. Such an evaluation identifies the individual’s learning style, enabling them to use strengths to compensate for weaknesses.

A Neuropsychological Evaluation Can Identify Impairments in the Following Functions:

• Attention
• Memory
• Reasoning
• Conceptualization
• Planning
• Organization
• Perception
• Visual-spatial skills
• Processing speed or execution speed
• Coordination
• Motor skills
• Communication (expression and comprehension)
• Reading
• Writing
• Spelling
• Math

Key Outcomes of a Neuropsychological Evaluation:

• Provide a precise diagnosis and identify the associated neuropsychological profile.
• Help individuals and their support network (parents, partners, family, educators) understand the nature of their challenges and respect their limits.
• Determine the most conducive environment for the individual’s growth (tailoring educational approaches to their needs).
• Equip parents and adults with learning disabilities with tools to advocate for necessary resources and support.
• Develop an individualized intervention plan, including neuropsychological, educational, speech therapy, or occupational therapy strategies.
• Recommend accommodations to optimize learning, performance, and well-being.