Series editor(s): Dr. Festus E. Obiakor and Dr. Jeffrey P. Bakken
Subject Area: Education
|Title:||Chapter 4 History of learning disabilities|
|Author(s):||Carrie Anna Courtad, Jeffrey P. Bakken|
|Volume:||21 Editor(s): Anthony F. Rotatori, Festus E. Obiakor, Jeffrey P. Bakken ISBN: 978-0-85724-629-5 eISBN: 978-0-85724-630-1|
|Citation:||Carrie Anna Courtad, Jeffrey P. Bakken (2011), Chapter 4 History of learning disabilities, in Anthony F. Rotatori, Festus E. Obiakor, Jeffrey P. Bakken (ed.) History of Special Education (Advances in Special Education, Volume 21), Emerald Group Publishing Limited, pp.61-87|
|DOI:||10.1108/S0270-4013(2011)0000021007 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
In other words, LD can affect the way in which a person takes in, remembers, understands, and expresses information. Typically, a person with LD is of average intelligence, based on his/her intelligence quotient (IQ); however his/her academic performance is different from how they should be able to perform. People with LD are intelligent and have abilities to learn despite difficulties in processing information; however, they require specialized interventions in home, school, community, and workplace settings, appropriate to their individual strengths and needs, including but not limited to (a) specific skill instruction, (b) the development of compensatory strategies, (c) the development of self-advocacy skills, and (d) appropriate accommodation. Typically, a student with mild LD, who is identified and provided learning-disabilities instruction, can enhance his/her academic achievement, however, a student with undetected LD can struggle with low grades, low self-esteem, a loss of interest in higher education, and later reduced employment opportunities as an adult (Burkhardt, Obiakor, & Rotatori, 2004).
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