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Practitioners frequently find that learners really only want to understand why they are having difficulties learning and do not want to have an official diagnosis. The goal, often shared by both adult learners and practitioners, is to understand learners' strengths and weaknesses and to develop learning strategies to help learners succeed. "I believe one key idea is to find one's own definition of the dual identity within oneself as a learner and as a student. The learner is the one who makes an effort to be curious, involved and motivated. The student is the one who determines how you cope in school. Not all knowledge is taught in school. It is the student identity which gets labeled as disabled. The "learning disability" should not be allowed to overwhelm one's desire to attain knowledge. The learner in you must prevent it."6 Latest definitionThrough research review and consultation with a broad range of academics and professionals in the field, The Learning Disabilities Association of Ontario has arrived at a definition of learning disabilities. "Learning Disabilities" refers to a variety of disorders that affect the acquisition, retention, understanding, organization or use of verbal and/or non-verbal information. This definition is supported by a background document entitled Operationalizing the New Definition of Learning Disabilities for Utilization within Ontario's Educational System, LDAO, 2001, available on the LDAO website: www.ldao.on.ca. These disorders result from impairments in one or more psychological processes related to learning, in combination with otherwise average abilities essential for thinking and reasoning. Learning disabilities are specific, not global impairments, and are distinct from intellectual disabilities. Learning disabilities range in severity and invariably interfere with the acquisition and use of one or more of the following important skills:
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