SupportingStudents with Learning Di

Supporting
Students with Learning
Disabilities
PAGE |
7
What is
a Learning Disability?
Learning disabilities are due to genetic and/or neurological factors or injury that
alters brain function in a manner that affects one or more proc
esses relate to learning.
These disorders are not due primarily to hearing and/or vision problems, social
-
economic factors, cultural or linguistic differences, lack of motivation, inadequate or
insufficient instruction, although these factors may further c
omplicate the challenges
faced by individuals with learning disabilities.
Learning disabilities may co
-
exist with
other disorders such as attention,
behavioural
or emotional disorders, sensory
impairments, or other medical conditions.
Learning disabilities can interfere with a student meeting his or her intellectual
and life potential.
Learning disabilities result in unexpected academic
underachievement.
Learning disabilities
may
impact the acquisition,
organization, understanding, rete
ntion and/or use of information.
Learning disabilities are complex and go beyond the stereotypical perceptions of
the disorder as simply reading difficulties, or letter reversals.
They
vary
considerably, both in terms of the functions they impact and the
severity of the
impact experienced.
The appropriate accommodations depend upon the
individual’s strengths as well as his/her specific difficulties.
Frequently, learning disabilities are not detected
before
children start
school
.
Many students with learnin
g disabilities display no signs of difficulty
,
except
when
t
hey
attempt the specific academic tasks that challenge their particular area
of
c
ognitive processing
difficulty.
Unlike many other disabilities, identifying a learning disability poses some
particular challenges since processing disorders are assessed through inference
based on student responses.
It might not be obvious that
a
student’s learning
difficulties are due to a learning disability.
The specific needs of individuals with learning disabilities change and evolve
throughout their lifetime. This does not mean the disability no longer exists
,
but
by varying the activities
they undertake and the strategies they develop to
address their particular learning disabilities
,
students
may
experience different
challenges at different times.

Results (English) 3:

学习
残疾
页|
7

学习障碍是什么支撑
学生？
学习障碍是由于遗传和/或神经因素或损伤，
改变的方式，影响一个或更多的程序
过程涉及学习的脑功能。
这些障碍并不主要是由于听觉和/或视觉问题，社会
-
经济因素，文化和语言的差异，动机的缺乏，不足或
教学不足，尽管这些因素可能进一步omplicate C
挑战
有学习障碍的人面临的学习障碍。
五月公司
-
存在
等疾病的关注，
行为
或情绪紊乱，感觉
障碍，或其他医疗条件。
学习障碍会妨碍学生与他或她的知识和生活的潜力。
学习障碍导致意想不到的学术
不良。
学习障碍可能影响

收购，
组织，理解，网
预防和/或使用信息。
学习障碍是复杂的，超越
的固有看法这种混乱的阅读困难，或字母的逆转。他们的功能是不同的，无论是在他们的功能，他们的影响和对经验丰富的。适当的住宿取决于个人的长处和他/她具体的困难。频繁，学习障碍是未检测到的，在儿童开始之前，学校。
许多学生在学习
G障碍显示没有困难
迹象，
除了
当
T
嘿
尝试具体的学术任务，挑战他们的特定区域的

C
认知加工
困难。与许多其他残疾，确定学习障碍造成了一些挑战，因为处理障碍的评估，通过推理的基础上学生的反应。
一个学生的学习能力可能并不明显，因为有学习障碍。学习障碍个体的具体需要在他们的一生中变化和发展。这并不意味着残疾不再存在，而是通过不同的活动，他们承担和发展的策略，以解决他们的特殊学习障碍，学生在不同的时间，可能会有不同的挑战。