Common Misconceptions About Learning Disabilities

Various forms of learning disabilities are known to affect students around the world. However, children with learning disabilities typically face some form of discrimination throughout their childhood. Even people who are considered tolerant and understanding can have prejudices when dealing with children with disabilities. Educating these children is not an easy task, as several special schools have been established in New York over the past decade. These schools are dedicated to providing education to children with disabilities. Several misconceptions obscure the true meaning of a learning disability. Some of them are:

Learning disabilities are similar to other disabilities. 

Learning disabilities are not a single entity but rather a category that encompasses a variety of disabilities that can act as barriers to success. This is an umbrella term that refers to weaknesses in areas such as reading, writing, spelling, mathematics, and social skills, which are theoretically caused by defects or disruptions in the way information is processed in the brain. People with learning disabilities do not necessarily suffer from factors such as low intelligence or lack of motivation. This term is often misunderstood because their poor performance is unexpected and unexplained, at least initially. Special needs schools in New York City and elsewhere recognize this and address students and their disabilities with specialized strategies to address them as effectively as possible.

Learning disabilities are easy to diagnose.
There is no easy or clear way to diagnose a learning disability. Blood tests or X-rays cannot be done as part of your child's medical exam to determine a learning disability. Even with the most advanced medical technology and equipment, learning disabilities cannot be predicted. However, it is known that LD can be inherited in families, and a family history of educational deficiencies may indicate a risk. In addition, teachers and parents must provide continuous and detailed information about the child's progress while attending special needs school and how well the child is responding to the instructions given. Achievement must be documented by professionals through assessments designed to exploit the child's academic abilities and information processing methods. Many other factors must also be considered, including caution, behavior, and medical history.

Learning disabilities indicate a low IQ. 

Below-average school performance does not indicate a low IQ and is not caused by a learning disability. These processing disorders occur for reasons other than reduced thinking ability. Factors such as poor eyesight, hearing problems, or environmental or cultural factors are not involved. Although children with LD have intellectual abilities, their brains are wired differently, making it difficult for them to complete the tasks necessary to succeed in school and in life. Special schools in New York must take these factors into account, among other things, and ensure that the curriculum is based on student interests and not the other way around.

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