**6. Prevalence**

Prevalence in no way can be considered a reliable indicator. Determining the number of children with disabilities with accuracy is not feasible. Parents are reluctant to have their children identified to having disabilities and tend to consider such classification as a family stigma. Moreover in most cases they are unaware of such situations. At the moment, the

Language Disabilities: Myths and Misconceptions vs. Reality 13

**Country Year % Population United States 2000 19.4 % Canada 2001 18.5 % Brazil 2000 14.5 % Uganda 2001 3.5 % Mexico 2000 2.3 % India 2001 2.1 %** 

Children with learning **difficulties** are estimated to be about 17.6 % with lowest rate 12.6% and children accommodated in hospitals 38.2 % [13]. Whereas these data refer to a single district in USA further surveys confirm that, almost, in all districts the data are the same with a minor deviation. Finally, the situation with **slow learners** is rather complicated since persons characterized as being slow in achievement are not necessarily in the category of disabled persons and statistical data are not quite reliable. However, findings from USA reveal that in typical schools the percentage of slow-learners is something between 12% and 16%. Yet, in a class in areas of poverty and low income urban areas the percentage is

As of a custom, when referring to a disabled person the first criterion is the IQ score. Whether we like it or not, IQ test is a tool which can enable us to draw results based on measurable data. Indeed, it is true to say that the diagnostic practice has been debated, disputed and criticized. [14], in the case of identifying the type and degree of learning impairments. Apart from the fact that a neurological dysfunction has never been proved as being by 100% the cause of learning disorder, yet,it is a message that cannot be entirely neglected. Therefore, an IQ score can indicate to psychologists, educators and teachers the pathway to the category of impairment.The following table presents a descriptive

> **IQ score Description % of population 130 +** Very superior **2.2 %**  120-129 Superior 6.7 % 110-119 High average 16.1 % 90-109 Average 50.0 % 80- 89 Low average 16.1 % 70- 79 Borderline 6.7 % Below 70 Extremely low 2.2 %

**Source: Censuses** 

Table 6. People with disabilities, source Eurostat

**7. Measurement of intelligence (I.Q.)** 

classification of IQ scores (Table 7).

Table 7. Classification of IQ scores,, source Wechsler's scale

between 24% and 32%

estimated population with disabilities in EU27 is 42.9 million or the 8.56% of the total population. The respective figures of the EuroArea 16 is 24.42 million or 7.41%

People with disabilities often encounter attitudinal and environmental barriers which do not allow their full active and equal participation in society. UNO officials have stated that persons with disabilities are the "World's larger minority". The fact that a fifth of the working age is unemployed due to disabilities is a critical issue in as much as it is accepted that many disabled people are able to work if they are given the proper support Statistical data (Eurostat, 2010) reveal that persons with disabilities in the EU27 are in employment by 42.3% as compared with non-disabled persons who are employed by 64.6% (Table 4).


Table 4. Employment rates jn EU27, 2009, source: Eurostat.

The fact that definitions about persons with the various types of learning disabilities have created confusion has hindered the appropriate implementation of measures and programmes in professional, social and educational sectors. Estimates show that about **10- 20% of all persons have learning disorder, about 2-10% of children have a reading disorder and about 1-6% have an arithmetic disorder**. Unfortunately the availability of high quality, internationally comparable data on disability that is important for the planning, implementation, monitoring and evaluation of inclusive policies is often not available. Data vary from under 1% in Kenya and Bangladesh to 20% in New Zealand. Overall, disabled people represent a significant proportion of the world population.[ 12 ] The following tables represent the percentage of **disabled persons** in selected countries based on censuses and surveys after the year 2000. European countries not included in this table do not provide data from 2000 onwards.


Table 5. People with disabilities, source Eurostat

estimated population with disabilities in EU27 is 42.9 million or the 8.56% of the total

People with disabilities often encounter attitudinal and environmental barriers which do not allow their full active and equal participation in society. UNO officials have stated that persons with disabilities are the "World's larger minority". The fact that a fifth of the working age is unemployed due to disabilities is a critical issue in as much as it is accepted that many disabled people are able to work if they are given the proper support Statistical data (Eurostat, 2010) reveal that persons with disabilities in the EU27 are in employment by 42.3% as compared with non-disabled persons who are employed by 64.6% (Table 4).

Category 2000 2003 2006 2009

total 15-64 62.2% 62.6% 64.5% 64.6%

total 55-64 36.9% 40.0% 43.5% 46.0%

The fact that definitions about persons with the various types of learning disabilities have created confusion has hindered the appropriate implementation of measures and programmes in professional, social and educational sectors. Estimates show that about **10- 20% of all persons have learning disorder, about 2-10% of children have a reading disorder and about 1-6% have an arithmetic disorder**. Unfortunately the availability of high quality, internationally comparable data on disability that is important for the planning, implementation, monitoring and evaluation of inclusive policies is often not available. Data vary from under 1% in Kenya and Bangladesh to 20% in New Zealand. Overall, disabled people represent a significant proportion of the world population.[ 12 ] The following tables represent the percentage of **disabled persons** in selected countries based on censuses and surveys after the year 2000. European countries not included in this table do not provide

> **Country year % Population Australia 2000 20.0 % Zambia 2006 13.1 % Ecuador 2005 12.1 % Nicaragua 2003 10.3 %**

Table 4. Employment rates jn EU27, 2009, source: Eurostat.

**Source: Surveys** 

Table 5. People with disabilities, source Eurostat

38.7% 39.6% 42.0% 42.3%

Employment

Employment

data from 2000 onwards.

Disabled Persons 15-64

population. The respective figures of the EuroArea 16 is 24.42 million or 7.41%


Table 6. People with disabilities, source Eurostat

Children with learning **difficulties** are estimated to be about 17.6 % with lowest rate 12.6% and children accommodated in hospitals 38.2 % [13]. Whereas these data refer to a single district in USA further surveys confirm that, almost, in all districts the data are the same with a minor deviation. Finally, the situation with **slow learners** is rather complicated since persons characterized as being slow in achievement are not necessarily in the category of disabled persons and statistical data are not quite reliable. However, findings from USA reveal that in typical schools the percentage of slow-learners is something between 12% and 16%. Yet, in a class in areas of poverty and low income urban areas the percentage is between 24% and 32%

#### **7. Measurement of intelligence (I.Q.)**

As of a custom, when referring to a disabled person the first criterion is the IQ score. Whether we like it or not, IQ test is a tool which can enable us to draw results based on measurable data. Indeed, it is true to say that the diagnostic practice has been debated, disputed and criticized. [14], in the case of identifying the type and degree of learning impairments. Apart from the fact that a neurological dysfunction has never been proved as being by 100% the cause of learning disorder, yet,it is a message that cannot be entirely neglected. Therefore, an IQ score can indicate to psychologists, educators and teachers the pathway to the category of impairment.The following table presents a descriptive classification of IQ scores (Table 7).


Table 7. Classification of IQ scores,, source Wechsler's scale

Language Disabilities: Myths and Misconceptions vs. Reality 15

In the process of her surveys Siegel noticed that some children with low IQ scores can be good readers. Then, on logical and empirical grounds it was concluded that **IQ test scores are not necessary for the definition of** learning **disabilities.**Back to the table 9 to consider

**Various LEARNING DISORDERS DIFFICULTIES** 

**Below 40 Profound, multiple Learning Difficulties**  Table 9. Classification of learning impaired people according to IQ, source Hallahan, D., &

People with disabilities often encounter attitudinal and environmental barriers which do not allow their full active and equal participation in society. The fact that a fifth of the working age is unemployed due to disabilities is a critical Issue. In as much as it is accepted that many disabled people are able to work if they are given the proper support. Statistical data (Eurostat, 2010) reveal that persons with disabilities in the EU27 are employed by 42.30% as compared with non-disabled persons who are employed by 64.60% (Table 10). Evidently, the unemployment rates between disabled and non-disabled persons are dramatically

Category 2000 2003 2006 2009

total 15-64 62.2% 62.6% 64.5% 64.6%

total 55-64 36.9% 40.0% 43.5% 46.0%

Table 10. Employment rates between 2000-2009, source Eurostat, 2010.

38.7% 39.6% 42.0% 42.3%

the differences of IQ scores related to the various types of learning impairments.

**70 or less LEARNING DISABILITIES 50-70 Mild Learning Disabilities 35-49 Moderate Learning Disabilities 20-34 Severe Learning Disabilities** 

**70 -65 Moderate Learning Difficulties 64-40 Severe Learning Difficulties** 

**IQ scores for various learning impairments RANGE Type of impairment 71-85 SLOW LEARNERS** 

**Less than 20 Profound** 

**8. Employability of people with disabilities** 

Kauffman .J.

unbalanced. (Table 11)

Employment

Employment

Disabled Persons 15-64

Apparently, the IQ scores give a global indication of the occupations a person can follow for a life long career. (Wilson,G., & Gylls,D.(2004).


Table 8. Classification of occupations according to IQ, source OECD

The above classification has been slightly adopted according to IQ normal curve based on Wechster IQ scale and Stanford Binet IQ scale .

The IQ score is one part of the factors which are taken into consideration for defining the various disabilities. Though much interest .is attached to the intelligence factor, Siegel , L.,(2009) supported that intelligence tests and IQ scores are not necessary for defining learning disability She further examined four assumptions of the use of IQ scores in the definition of learning disabilities. These assumptions were:


Though the reliability of the IQ Normal Curve (fig.1) is disputed by certain scientists, it is still regarded a useful tool for measuring the IQ score of individuals for academic, professional or psychological reasons

Fig. 1. Measurements of Intelligence

Apparently, the IQ scores give a global indication of the occupations a person can follow for

160 Professors, Researchers 100 + Machine Operators, Shopkeepers 140 Senior Civil Servants 100 - Warehousemen, Bakers, Drivers

130 Scientists, Lawyers 90 Laborers, Gardeners, Miners

The above classification has been slightly adopted according to IQ normal curve based on

The IQ score is one part of the factors which are taken into consideration for defining the various disabilities. Though much interest .is attached to the intelligence factor, Siegel , L.,(2009) supported that intelligence tests and IQ scores are not necessary for defining learning disability She further examined four assumptions of the use of IQ scores in the

• IQ scores predict reading, and children with low IQ scores should be poor readers. • Children who have reading problems with different IQ scores have different cognitive

Though the reliability of the IQ Normal Curve (fig.1) is disputed by certain scientists, it is still regarded a useful tool for measuring the IQ score of individuals for academic,

120 School Teachers, Managers, Nurses 70 Auxiliary Services 110 Clerks, Telephone Operators Below 70 Unskilled workers

Table 8. Classification of occupations according to IQ, source OECD

IQ SCORES OCCUPATION ACCORDING TO IQ

a life long career. (Wilson,G., & Gylls,D.(2004).

Wechster IQ scale and Stanford Binet IQ scale .

• IQ tests measure intelligence.

processes and information skills.

professional or psychological reasons

Fig. 1. Measurements of Intelligence

definition of learning disabilities. These assumptions were:

• Intelligence and achievement are independent.

OCUUPATION ACCORDING TO IQ

IQ SCORES In the process of her surveys Siegel noticed that some children with low IQ scores can be good readers. Then, on logical and empirical grounds it was concluded that **IQ test scores are not necessary for the definition of** learning **disabilities.**Back to the table 9 to consider the differences of IQ scores related to the various types of learning impairments.


Table 9. Classification of learning impaired people according to IQ, source Hallahan, D., & Kauffman .J.
