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Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Intellectual Disability

Intellectual Disability

Intellectual disability (ID) is a neurodevelopmental condition characterized by deficits in intellectual and adaptive functioning that manifest during the developmental period. This condition encompasses challenges in reasoning, memory, problem-solving, and learning, accompanied by impairments in everyday life skills, such as communication, self-care, and social interactions. Intellectual disability affects approximately 1% of the population in the United States, impacting an estimated 5...

Autism Spectrum Disorder

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.

Language and Cognition

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.

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Assessing Dyslexia at Six Year of Age

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Learning disability identification in residential schools for deaf students.

Ashley H Gentry¹, Jon Henner¹, Kristin Walker²

¹Specialized Education Services Department, The University of North Carolina at Greensboro, Greensboro, NC, United States.

Journal of Deaf Studies and Deaf Education

|May 2, 2025

Summary

Identifying specific learning disabilities in deaf and hard-of-hearing (DHH) students is challenging. Male students, middle schoolers, and nonnative signers are more likely to be suspected of learning disabilities, highlighting the need for careful assessment.

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Published on: September 27, 2020

Area of Science:

Education
Psychology
Linguistics

Background:

Identifying specific learning disabilities in deaf and hard-of-hearing (DHH) students poses unique challenges.
Language access and deprivation significantly impact assessment outcomes for DHH individuals.

Purpose of the Study:

To examine the influence of gender, educational level, signing status, and vocabulary knowledge on specific learning disability identification or suspicion in DHH students.
To investigate factors contributing to the higher likelihood of learning disability identification in certain DHH student demographics.

Main Methods:

Utilized data from 810 students enrolled in schools for the deaf.
Conducted an analysis examining the relationship between demographic and linguistic variables and learning disability identification.

Main Results:

Male students were more likely to be suspected of or identified with specific learning disabilities.
Students in middle school and nonnative signers showed a higher likelihood of learning disability identification.
Vocabulary knowledge and signing status were significant factors in identification rates.

Conclusions:

Findings underscore the need for culturally sensitive and thorough evaluations for DHH students.
Differentiating between language deprivation and actual learning disabilities in DHH individuals remains a significant challenge.
Educational and gender factors influence the identification of specific learning disabilities in this population.