Learning Disability Service (LD)
3 core criteria definition for learning disability: lower intellectual ability (usually an IQ of less than 70), significant impairment of social or adaptive functioning, and onset in childhood (NICE, 2015).
According to the NICE guidelines (2015), Learning disabilities are distinct from specific learning difficulties such as dyslexia, which do not affect intellectual ability. ”Learning disability” is the most widely used and accepted term in the UK, although the term ‘intellectual disability’ is becoming accepted globally.
The amount of everyday support a person with a learning disability needs will depend mostly on the severity of the disability. It is important to treat each person as an individual, with specific strengths and abilities as well as needs, and a broad and detailed assessment may be needed.
Challenges for individual with Learning Disabilities
A behaviour that challenge is a classic sign for individuals with learning disability. Prevalence rates are around 5–15% in educational, health or social care services for people with a learning disability. Rates are higher in teenagers and people in their early 20s, and in particular settings (for example, 30–40% in hospital settings) (NICE, 2015).
Individuals with learning disabilities may demonstrate one or more of the following characteristic problems and the form may be mild, moderate, or severe.
- Difficulty expressing ideas the person seems to understand
- Difficulty concentrating on or understanding spoken language
- Poor vocabulary, difficulty with word retrieval
Auditory processing skills:
- Problems with auditory memory
- Difficulty hearing small differences between words or speech sounds
- Difficulty learning a foreign language
- Difficulty reading new words
- Slow reading rate – takes longer to read a test and other in-class assignments
- Poor comprehension and retention of material read
- Problems in organization and sequencing of ideas
- Poor sentence structure
- Incorrect grammar
- Frequent and inconsistent spelling errors
- Difficulty taking notes
- Poor letter formation, spacing, capitalization and punctuation
- Inadequate strategies for monitoring written work
- Inability to change from one task to another
- Difficulty organizing notes and other materials
- Difficulty completing tests and in-class assignments without additional time
For further information on Disability Services, or any of the services that we can provide for you, please contact us in the following ways: