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Definition of Learning Disabilities in Canada

The Learning Disabilities Association of Canada defines learning disabilities as disorders that affect how individuals acquire, organize, retain, understand or use verbal or nonverbal information. Learning disabilities can impact an individual's abilities in language, reading, writing, and mathematics. They are lifelong, neurological conditions that vary in severity and may coexist with other disorders. For individuals to succeed, early identification and specialized assessments and interventions are needed across home, school, work and community settings.

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Nadya Kuncaraning Anugrae
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24 views1 page

Definition of Learning Disabilities in Canada

The Learning Disabilities Association of Canada defines learning disabilities as disorders that affect how individuals acquire, organize, retain, understand or use verbal or nonverbal information. Learning disabilities can impact an individual's abilities in language, reading, writing, and mathematics. They are lifelong, neurological conditions that vary in severity and may coexist with other disorders. For individuals to succeed, early identification and specialized assessments and interventions are needed across home, school, work and community settings.

Uploaded by

Nadya Kuncaraning Anugrae
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LEARNING DISABILITIES ASSOCIATION OF CANADA

TROUBLES DAPPRENTISSAGE - ASSOCIATION CANADIENNE


250 City Centre , pice/Suite 616, Ottawa, Ontario, Canada K1R 6K7
Tel: (613) 238-5721 Fax/Tlcopieur: (613) 235-5391 information@[Link]

[Link]

Official Definition of Learning Disabilities


Adopted by the Learning Disabilities Association of Canada
January 30, 2002
Learning Disabilities refer to a number of disorders which may affect the acquisition,
organization, retention, understanding or use of verbal or nonverbal information.
These disorders affect learning in individuals who otherwise demonstrate at least
average abilities essential for thinking and/or reasoning. As such, learning
disabilities are distinct from global intellectual deficiency.
Learning disabilities result from impairments in one or more processes related to
perceiving, thinking, remembering or learning. These include, but are not limited to:
language processing; phonological processing; visual spatial processing; processing
speed; memory and attention; and executive functions (e.g. planning and decisionmaking).
Learning disabilities range in severity and may interfere with the acquisition and use
of one or more of the following:
oral language (e.g. listening, speaking, understanding);
reading (e.g. decoding, phonetic knowledge, word recognition, comprehension);
written language (e.g. spelling and written expression); and
mathematics (e.g. computation, problem solving).
Learning disabilities may also involve difficulties with organizational skills, social
perception, social interaction and perspective taking.
Learning disabilities are lifelong. The way in which they are expressed may vary over
an individuals lifetime, depending on the interaction between the demands of the
environment and the individuals strengths and needs. Learning disabilities are
suggested by unexpected academic under-achievement or achievement which is
maintained only by unusually high levels of effort and support.
Learning disabilities are due to genetic and/or neurobiological factors or injury that
alters brain functioning in a manner which affects one or more processes related to
learning. These disorders are not due primarily to hearing and/or vision problems,
socio-economic factors, cultural or linguistic differences, lack of motivation or
ineffective teaching, although these factors may further complicate the challenges
faced by individuals with learning disabilities. Learning disabilities may co-exist with
various conditions including attentional, behavioural and emotional disorders,
sensory impairments or other medical conditions.
For success, individuals with learning disabilities require early identification and
timely specialized assessments and interventions involving home, school, community
and workplace settings. The interventions need to be appropriate for each
individual's learning disability subtype and, at a minimum, include the provision of:

specific skill instruction;


accommodations;
compensatory strategies; and
self-advocacy skills.

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