**4. Classification and definition of terms**

Following the decisions of all world organizations to refer to all forms of impairments as **disabilities,** a term which is readily accepted by the legal associations of persons with disabilities, it is more than confusing to continue to use this term when referring to all the forms of this learning problem. I would propose that we use instead of the term **learning disabilities** for the whole category the term **learning impairments.** 

**Then, learning impairments** will consist of **slow learners, learners with disorders, learners with difficulties and learners with disabilities** 

#### **4.1 Slow learners**

It is accepted that all children or adults learn at different rates. Yet, some persons though slow learners do not have a learning deficiency. Slow-learners fail in their studies, regardless of the level of education, because of their low intellectual abilities. They may have a wide range of abilities and a variety of characteristics depending on their background.

Language Disabilities: Myths and Misconceptions vs. Reality 9

Within the spectrum of difficulties associated with cognition and learning the Code of

Learning disabilities are problems that affect the brain's ability to receive, process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as

The following is a list of common characteristics of an LD student. Conditions must be persistent over a long period of time. Presence of these conditions does not necessarily mean

• Sub-groups of SpLD can be considered: Dyslexia, Dyscalculia, Dyspraxia.

someone who is not affected by learning disabilities (Mediline Plus (2011).

**4.3 Learning difficulties** 

**4.3.1 Characteristics** 

**4.4 Learning disabilities** 

a person is learning disabled.

• Weak vocabulary skills

**4.4.2 Spelling skills** 

• Lack of self-monitoring reading skills • Poor comprehension and/or retention

• Difficulty identifying important ideas in context • Extreme difficulty building ideas and images

• Difficulty recognizing high frequency words

• Frequent spelling errors of high frequency words

• No understanding of common spelling rules

• Difficulty integrating new ideas to existing knowledge

• Extreme difficulty understanding words or grammar

• Extreme difficulty focusing attention on the printed marks • Difficulty controlling eye movements across the page • Wavy or shimmering pages not attributable to poor vision

• Oral comprehension is noticeably stronger than reading comprehension

• Phonological awareness is noticeably stronger than spelling ability

• Extreme difficulty with homonyms and/or regular spelling patterns • No understanding of the relationship of phonics to written language

• Inadequate understanding of phonics even with instruction

**4.4.1 Reading skills**  • Poor decoding skills • Poor reading fluency • Slow reading rate

Practice the following are identified: (SENCO, 2010)

• Specific learning difficulties. (SpLD) • Moderate learning difficulties.

• Severe and multiple learning difficulties.
