What is LD from LDABC
Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency.
Learning disabilities result from impairments in one or more processes related to perceiving, thinking, remembering or learning. These include, but are not limited to: language processing; phonological processing; visual spatial processing; processing speed; memory and attention; and executive functions (e.g. planning and decision-making).
Learning disabilities range in severity and may interfere with the acquisition and use of one or more of the following:
Learning disabilities are lifelong. The way in which they are expressed may vary over an individual’s lifetime, depending on the interaction between the demands of the environment and the individual’s strengths and needs. Learning disabilities are suggested by unexpected academic under-achievement or achievement which is maintained only by unusually high levels of effort and support.
Learning disabilities are due to genetic and/or neurobiological factors or injury that alters brain functioning in a manner which affects one or more processes related to learning. These disorders are not due primarily to hearing and/or vision problems, socio-economic factors, cultural or linguistic differences, lack of motivation or ineffective teaching, although these factors may further complicate the challenges faced by individuals with learning disabilities. Learning disabilities may co-exist with various conditions including attentional, behavioural and emotional disorders, sensory impairments or other medical conditions.
For success, individuals with learning disabilities require early identification and timely specialized assessments and interventions involving home, school, community and workplace settings. The interventions need to be appropriate for each individual’s learning disability subtype and, at a minimum, include the provision of:
It is really hard.
I was born with my learning disability. So I don’t know what it is like not to have one.
It feels unbalanced because I have a disability and I am gifted.
Growing up with dyslexia was not easy. From the beginning it always took me much longer than my peers to learn new material at school and this eroded my confidence very quickly. I also found that as soon as I told people I was dyslexic they assumed I was “not the brightest”. My greatest goal in life was to become a teacher and the only way I was going to get into university was to keep my head down and work really hard. I accomplished this goal!
Having dyslexia taught me never to accept defeat, never to give up on myself or my dreams. I have amazing twin boys, both of whom have learning disabilities and my goal is to see them complete school successfully, with confidence and pride. Having a learning disability does not define who I am, it is merely one small part of who I am.
I have trouble reading. I feel different.
It doesn’t bother me, James Cameron School really helped me improve on it. When I was little it was a little annoying but not anymore.
It doesn’t bother me and it’s easy to take tests. In my old school I couldn’t understand a lot of my work but now I understand all my work.
As a child my school life was difficult. However when the school wanted to show off their gifted children, in the Arts, I would be chosen. As an adult I was determined to help make the school lives of children with learning disabilities easier and I hope I have made a difference