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Related Concept Videos

Learning Disabilities01:25

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.
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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...
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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.
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Adolescents from ethnic minority backgrounds face a multifaceted journey in forming their identities, shaped by the intersections of cultural expectations and personal exploration. For these adolescents, identity formation involves not only typical developmental challenges but also navigating the perceptions and attitudes of the majority culture. As they grow, adolescents in ethnic minority groups often become increasingly aware of stereotypes, social biases, and discrimination, all of which...
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Racial and Ethnic Disparities in Learning Disabilities Identification in U.S. Elementary Schools.

Paul L Morgan1, Eric Hengyu Hu1

  • 1University at Albany, State University of New York, USA.

Journal of Learning Disabilities
|June 23, 2026
PubMed
Summary
This summary is machine-generated.

Racial and ethnic disparities persist in identifying learning disabilities (LD) in U.S. elementary schools. While the gap is narrowing, students of color remain under-identified for LD services.

Keywords:
English Language Learnerselementary schoolshealth equitylearning disabilitiesstudents of color

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Published on: September 27, 2020

Area of Science:

  • Education
  • Public Health
  • Disparities in Education

Background:

  • Racial and ethnic disparities in learning disabilities (LD) identification have been a persistent concern in U.S. education.
  • The federal "Equity in IDEA" regulations aimed to address these inequities.

Purpose of the Study:

  • To investigate racial and ethnic disparities in LD identification in U.S. elementary schools.
  • To examine trends in these disparities before and after the implementation of "Equity in IDEA" regulations.

Main Methods:

  • Analysis of repeated cross-sectional data from the National Assessment of Educational Progress (NAEP) for U.S. fourth graders (N = 1,607,010) from 2003 to 2022.
  • Multivariable logistic regression models were used, adjusting for academic achievement, English Language Learner (ELL) status, socioeconomic status, and school factors.

Main Results:

  • Consistent evidence of under-identification of students of color for LD.
  • Disparities remained largely stable over time for Black students and students of other races/ethnicities.
  • Hispanic students, girls, and ELLs were also less likely to be identified, though the size of these disparities decreased over time.
  • No evidence of over-identification of students of color was found.

Conclusions:

  • Significant racial and ethnic disparities in LD identification persist in U.S. elementary schools.
  • The "Equity in IDEA" regulations have shown some success in narrowing these gaps over time.
  • Further interventions are needed to ensure equitable identification and support for all students with learning disabilities.