Page 290 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 290
ear ly school leaving: contempor ary european perspectives
The Oxford English Dictionary (b.d.) defines learning difficulties as
difficulties in acquiring knowledge and skills at the normal level expect-
ed of those of the same age, especially due to mental disability or cogni-
tive disorder covering the range from Down’s syndrome to conditions such
as dyslexia. It also (ibid.) defines a learning disability as a condition giving
rise to learning difficulties, especially when not associated with a physical
disability.
Although the Oxford English Dictionary is one of the most referred
to dictionaries, its definition is not explicit enough to be adopted by differ-
ent authors and countries. In country-specific contexts, several definitions
have been adopted.
In English-speaking countries, different terms especially “learning
disability”, “learning difficulty” as well as “learning dysfunction”, “learn-
ing disorder”, “learning deficit” and “learning delay” are used (Taanila et
al., 2011) and the meanings are not monolithic. The definition of students
with learning disabilities or students with learning difficulties varies in dif-
ferent countries, underlining the complexity of the issue.
In the United Kingdom (UK), the terms “learning difficulty” and
“learning disability” are often used interchangeably, which is confusing.
The Children and Families Act (2014) states that a child or young person
has special educational needs if they have a learning difficulty or disability
which calls for special educational provision to be made for him or her. A
child or young person has a learning difficulty or disability if they:
- have significantly greater difficulty in learning than the majority
of others of the same age; or
- have a disability which prevents or hinders them from making
use of facilities of a kind generally provided for others of the same
age in mainstream schools or mainstream post-16 institutions.
The Equality Act (2010) defines disability as a physical or mental im-
pairment that has a “substantial” and “long-term” negative effect on one’s
ability to perform normal daily activities. It explains that, unlike learning
disability, a learning difficulty does not affect general intelligence but is de-
scribed as specific problems in processing certain forms of information.
While this was one attempt to distinguish “difficulties” from “disabilities”,
in the UK today the understanding that “learning difficulties” also include
a general impairment of intelligence is still present.
290
The Oxford English Dictionary (b.d.) defines learning difficulties as
difficulties in acquiring knowledge and skills at the normal level expect-
ed of those of the same age, especially due to mental disability or cogni-
tive disorder covering the range from Down’s syndrome to conditions such
as dyslexia. It also (ibid.) defines a learning disability as a condition giving
rise to learning difficulties, especially when not associated with a physical
disability.
Although the Oxford English Dictionary is one of the most referred
to dictionaries, its definition is not explicit enough to be adopted by differ-
ent authors and countries. In country-specific contexts, several definitions
have been adopted.
In English-speaking countries, different terms especially “learning
disability”, “learning difficulty” as well as “learning dysfunction”, “learn-
ing disorder”, “learning deficit” and “learning delay” are used (Taanila et
al., 2011) and the meanings are not monolithic. The definition of students
with learning disabilities or students with learning difficulties varies in dif-
ferent countries, underlining the complexity of the issue.
In the United Kingdom (UK), the terms “learning difficulty” and
“learning disability” are often used interchangeably, which is confusing.
The Children and Families Act (2014) states that a child or young person
has special educational needs if they have a learning difficulty or disability
which calls for special educational provision to be made for him or her. A
child or young person has a learning difficulty or disability if they:
- have significantly greater difficulty in learning than the majority
of others of the same age; or
- have a disability which prevents or hinders them from making
use of facilities of a kind generally provided for others of the same
age in mainstream schools or mainstream post-16 institutions.
The Equality Act (2010) defines disability as a physical or mental im-
pairment that has a “substantial” and “long-term” negative effect on one’s
ability to perform normal daily activities. It explains that, unlike learning
disability, a learning difficulty does not affect general intelligence but is de-
scribed as specific problems in processing certain forms of information.
While this was one attempt to distinguish “difficulties” from “disabilities”,
in the UK today the understanding that “learning difficulties” also include
a general impairment of intelligence is still present.
290
