Learning Disabilities




























































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Patterns or Needs


The current education system is based on a system of averages rather than on the specific needs of each student. In simple terms, it goes something like this:
The highest average of students learn by this (a particular) method; therefore, this is the method that will be used to teach all students. Those who cannot cope, have a problem, or in this case, a learning disability.
An established pattern is used to present lesson material to students, who are grouped according to their age, and who are required to learn by memorization without any regard for each student's natural aptitude, predisposition, or background.

The students who do not fall into the average group who can learn in this particular way do not facilitate the education system. In these cases, it is not the system is not found lacking, inadequate, or in need of change, rather it is the students and/or their parents who are made responsible.

The statistics are staggering.
"Results from a 1994 national survey or reading achievement by fourth graders (National Assessment of Educational Progress) indicate that 44% of school children are reading below a basic level of achievement."(13)
Many of these difficulties can be overcome with time, appropriate instruction, and from time to time, therapeutic intervention. The first step is to have the difficulty, whether it is an impairment, a disability, or a handicap, correctly and accurately identified. Some students will be found to have sight or auditory difficulties, which with time and appropriately prepared instruction, can be overcome. Others will be found to be legally blind or deaf. These disabilities are unlikely to be corrected, but the appropriate material and teaching methods will provide the sight or hearing disabled student with a quality education.

The less obvious difficulties such as poor memory retention/recall difficulties, and underdeveloped or impaired motor skills are less easily recognized. However, most parents would recognize many of these difficulties, impairments, or disabilities if they were provided with sensible, useful information about what to look for in their children's behaviour and habits. Even more difficult to recognize is the child who has a greater predisposition to analysis (is curious about how things work but has little natural inclination toward a desire to memorize information) and an equal difficulty learning to read by the whole language or look-say method of reading.

In cases where the student is having difficulty learning by memorization, the education system avoids the responsibility for the failure of its own one-method-fits-all teaching strategy by having the student labeled as learning disabled. Instead of saying: "This student is having difficulty with ..., and therefore, we will have to do this or that to assist the student in getting beyond the difficulty," students are labeled. In most cases, the the label sticks with the student for the rest of his/her life.

The label of learning disability is not accurate in most cases, but it is effective. Without being aware of the liberties that are being taken when labeling a student as learning disabled, parents fall into the trap of expecting less from their labeled child. The student, instead of receiving extra help and/or appropriate instruction, is now believed to be incapable of achieving at a higher level and is left to cope and compete in a world for which he/she is ill-equipped. Similar treatment of students with actual disabilities such as blindness or deafness would not be tolerated. [Next]