Association for Public Policy Analysis & Management

According to the National Center for Learning Disabilities, one in five children in the United States struggles with learning and attention issues, like dyslexia and ADHD. Even though this is a staggering number, only a small subset of these children receive accommodations or specialized instruction. The Learning Disabilities Association of America states that learning disabilities are neurologically-based and result in processing issues, which can interfere with learning basic skills, such as reading, writing, math and executive functioning skills, like organization, time management, abstract reasoning, long and short term memory, and attention. Learning disabilities, or LD for short, affect a child’s life beyond academics and impact relationships with family and friends. Many refer to learning disabilities as “learning differences,” as to not imply that people with them are unable or disabled–they simply learn differently. I have adopted this term as well and will use it in my review of the literature. Contrary to popular belief, learning differences never go away–they cannot be cured or fixed and are a lifelong challenge. However, with the right support and intervention, individuals can lead happy, successful lives. Ideally, America’s educational system should support, not abandon, students who learn differently and equip them with the skills needed to achieve and succeed not only in school, but in life.

Unfortunately, this is not the case. Although children with learning differences are generally of average or above average intelligence, there often is a gap between student potential and achievement. Stigma, low expectations, and lack of understanding explain why students with LD are more likely to repeat a grade, get suspended, and leave high school without a diploma. Some students receive specialized instruction or accommodations, but many do not. Out of thirteen disability categories covered under special education law, “learning disabilities” is the largest with 39% of students receiving special education. Seven out of ten students spend at least 80% of their time in general education classrooms, and though there are benefits to inclusion, many teachers say they don’t have the training or the resources to meet the needs of diverse learners. In reality, 18% of students with LD will drop out, which is three times the rate of all students. Statistics such as these are a call to action.

There are schools that specialize in teaching students who learn differently and do a remarkable job, but not nearly enough of them exist. They are expensive, and the vast majority of families cannot afford to send their children to these schools. Therein lies the question: How do we better serve students with learning differences? What does effective instruction look like? How do we empower and support these students? Research in this area is critical to the future of students who learn differently–a number that is growing every day. Further exploration in this domain is necessary in order to identify what works and what doesn’t in terms of strategies and programs. By examining successful models, we can transform America’s schools, so that they meet the needs of all learners.