Learning Disabilities Training: A New Approach - Module 1

Introduction to learning disabilities

"I understand my weaknesses and can easily describe them, because I dealt with them for 21 years. Growing up, I knew who I was as a student with weaknesses; I just didn't know who I was as a student with strengths."¹

Although this quote is a personal insight, Literacy and Basic Skills (LBS) practitioners often speak of learners expressing similar experiences and feelings. Many adults may not realize they have a learning disability but feel they are somehow "different" from others. Research shows that the impact of this unknown "difference" can be negative when adults have few emotional and financial supports. Most adults with a learning disability have average, if not above average, intelligence. It is ironic and unfortunate that when asked to describe their abilities, adults with learnin g disabilities often view themselves as dumb or stupid.

Several studies have examined the impact of learning disabilities on the individual and society in general. Here are a few highlights:

The 1970 Commission on Emotional Learning Disorders in Children stated that 1 in 10 Canadians have learning disabilities or 3 million Canadians.²
35% of students identified with learning disabilities drop out of high school. This does not include students who are not identified and drop out.³
Adults with learning disabilities, who have not received appropriate education and/or training, typically hold a job for only three months.⁴
30% of adults with severe literacy problems were found to have undetected or untreated learning disabilities.⁵

It is suspected that a large majority of adult learners who participate in LBS programs have some form of learning disability, although no study has officially confirmed this. Practitioners frequently observe adult learners displaying characteristics indicative of learning disabilities. Often adults report negative experiences in previous schooling and feelings of inadequacy about their academic skills. Few adults enter LBS programs with official documents stating a learning disability. Those who suspect they have learning disabilities rarely pursue formal assessments from a licensed psychologist because of costs and the lack of accessibility. In addition, it can be difficult to find psychologists with experience testing adults and the test results may not be relevant to adult learning needs.