LEARNING DISORDERS IN APIA ADOLESCENTS

DEFINITION:

There is no clear definition of “learning disabilities” and there continues to be an ongoing debate.  Currently there are at least 12 definitions that agree on the following factors:

1. The learning disabled have difficulties with academic achievement and progress. Discrepancies exist between a person's potential for learning and what he or she actually learns.
2. The learning disabled show an uneven pattern of development (language development, physical development, academic development and/or perceptual development).
3. Learning problems are not due to environmental disadvantage.
4. Learning problems are not due to mental retardation or emotional disturbance.

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OVERVIEW:

Learning disabilities are divided into three broad categories:

• Developmental speech and language disorders
• Academic skills disorders
• “Other” includes certain coordination disorders and learning handicaps not covered by other terms

Developmental speech and language disorders: People with developmental speech and language disorders have difficulty producing speech sounds, using spoken language to communicate or understanding what other people say.  Some diagnoses of developmental and language disorders are:

• Developmental articulation disorder
• Developmental expressive language disorder
• Developmental receptive language disorder

Academic skills disorders: Students with academic skills disorders often lag behind their classmates in developing writing, reading, or arithmetic skills.  Diagnoses in this category include:

• Developmental reading disorder (dyslexia)
• Developmental writing disorder
• Developmental arithmetic disorder

“Other disorders:  The DSM lists additional categories such as “motor skills disorders” and “specific developmental disorders not otherwise specified”.  These diagnoses usually indicate delays in gaining language, academic, and motor skills that affect the ability to learn but do not meet the criteria for a specific academic or developmental speech and language disorder.  Disorders in this category include:

• Attention Disorders
• Coordination Disorders
• Spelling/Memory Disorders

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IMPORTANCE:

Current learning disability statistics:

1. Experts estimate that 6 to 10 percent of the school-aged population in the United States are learning disabled.
2. Nearly 40 percent of the children enrolled in the nation's special education classes suffer from a learning disability.
3. The Foundation for Children with Learning Disabilities estimates that there are 6 million adults with learning disabilities as well.

Individuals with Disabilities Education Act (IDEA)

• Between 1990-2000, the number of students being served in the IDEA category of specific learning disabilities has increased by 34%
• Specific learning disability (SLD) prevalence might be underrepresented among minority groups with reports of 62.1% among Whites, 18.4% among Blacks, 16.6% among Hispanics, 1.6% among Asians, and 1.4% among American Indian/Alaska Native

Asian American students represent one of the fastest growing language minority groups in many parts of the country.  Asian American students have been perceived as model minority students by the general public and teachers.  This myth can mask many Asian American students in need of special education and related services.  In addition, the term “learning disability” does not exist in many non- English speaking Asian countries.

• Evidence was found that reading disabilities exist among Chinese and Japanese as well as among American children
• It has been suggested that dyslexic children who learn English as a second language may experience more difficulty
• Emerson et al. (1997) report between 5 and 34 years of age the apparent prevalence of severe learning disabilities is approximately three times higher among the Asian community when compared with the non-Asian community among British Asians

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RESOURCES:

Child Development Institute

Students with Learning Disabilities

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REFERENCES:

Chang, J.M. & Maldonado-Colon, E. (1991-1993) A comparative study of learning and language disabilities across Chinese and Hispanic language minority groups (#H02310500). Funded by Office of Special Education and Rehabilitative Services, U.S. Department of Education.

Emerson et al. (1997). Is there an increased prevalence of severe learning disabilities among British Asians?  Ethnicity and Health. 2(4):317-321

Ho CS and Fong KM. (2005). Do Chinese dyslexic children have difficulties learning English as a second language.  Journal of Psycholinguistc Research.  34(6): 603-18

Stevenson HW et al. (1982) Reading Disabilities: The Case of Japanese, Chinese and English.  Child Development. 53(5):1164-81

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