JAASEP Spring-Summer 2012 Part 8 of 15
All series
- ADHD Series
- Assessment in Special Education Series
- Autism Spectrum Disorders Series
- Bullying of Children
- Classroom Management Series
- Diagnosis of Students with Disabilities and Disorders Series
- Discipline of Students in Special Education Series
- Early Intervention Series
- Genetics in Special Education Series
- How To Series
- IEP Components
- Inclusion Series
- JAASEP – Research Based Journal in Special Education
- LD Report
- Lesser Known Disorders
- NASET News Alert
- NASET Q & A Corner
- NASET Survival Guides
- Parent Teacher Conference Handouts
- Resolving Disputes with Parents Series
- RTI Roundtable
- Severe Disabilities Series
- Special Education: What Do the Latest Numbers Tell Us?
- Special Educator e-Journal – Latest and Archived Issues
- The Practical Teacher
- Treatment and Support for IEP Students with Disabilities
- Working with Paraprofessionals in Your School
The term LD as an abbreviation has been so widely used throughout the world that today it could refer to almost anything and mean nothing. From the phrase Learning with a Difference, Laser Disco … to Learning Disabilities and Learning Disorders, LD has become a popular buzzword in Singapore, especially among those working with individuals with special needs in private practice, special schools and mainstream schools. For parents, the term LD can create a big anxiety in them if their children with learning challenges are unfairly or inaccurately labeled as having LD.
My first question is what is LD? What does L represent? What does D represent? Let us first look at the letter L first before we look at D.
The letter L refers to Learning. The word Learning with the suffix -ing referring to process should be seen as a form of cognitive behavior to gain knowledge or skill through “caught” (i.e., experience) or “taught” (i.e., studying) process (i.e., a gradual change through a series of actions that are done in order to attain a specific result).
Abstract
This article discusses the abbreviated term LD commonly used, misused and abused by those working in the field or special education in Singapore. The term has become so loosely used that it can mean almost anything, e.g., Learning Deficits, Learning Deficiencies, Learning Difficulties and the list can go on. Chia and Wong (2010) have argued an urgent need to make a clear distinction among the many different terms of LD used in the psycho-educational diagnostic evaluation and profiling before the whole issue becomes more confusing to parents with special needs children and professionals working in special education. The main purpose of this article is to clarify the term by categorizing LD into six different levels and what each level of LD represents in an attempt to avoid further confusion, misdiagnosis and provision of inappropriate treatment.
