A learning disability is often considered a lifelong condition. This means that adults at work and at university can also be affected, not just school children.

Unlike learning difficulties, learning disabilities do not readily respond to intensive academic skills intervention in areas such as reading and writing. However the effects of learning disabilities can often be successfully addressed by appropriate academic adjustments and accommodations.

Students with an LD often have to spend more time (reading, writing) to complete their course assignments. They also may have organisational difficulties, which can affect their capacity to complete assignments on time. This should not be misinterpreted as being 'lazy'.

Tinted lenses, coloured paper, and overlays can assist some students with a learning disability. Using coloured paper or lenses can help reduce the glare, stabilise the print and minimise discomfort such as sore eyes and headaches for some students.

Students with learning disabilities fall within the full range of intellectual ability, including average to superior intelligence. With appropriate adjustments students diagnosed with learning disabilities can achieve their full potential. Alternative presentation of teaching and learning materials and of assessment tasks will also help them to demonstrate their understanding and competence in their subjects. They are capable of high achievement in academic study. For example, Albert Einstein (physicist), Dr Fred Epstein (paediatric neurosurgeon), Harvey Cushing (brain surgeon) Eileen Simpson (psychotherapist) and Professor Saxby Pridmore (poet).

Students with learning disabilities fall within the full range of intellectual ability, including average to superior intelligence. With appropriate adjustments students diagnosed with learning disabilities can achieve their full potential. Alternative presentation of teaching and learning materials and of assessment tasks will also help them to demonstrate their understanding and competence in their subjects. They are capable of high achievement in academic study. For example, Albert Einstein (physicist), Dr Fred Epstein (paediatric neurosurgeon), Harvey Cushing (brain surgeon) Eileen Simpson (psychotherapist) and Professor Saxby Pridmore (poet).

Students with learning disabilities fall within the full range of intellectual ability, including average to superior intelligence. With appropriate adjustments students diagnosed with learning disabilities can achieve their full potential. Alternative presentation of teaching and learning materials and of assessment tasks will also help them to demonstrate their understanding and competence in their subjects. They are capable of high achievement in academic study. For example, Albert Einstein (physicist), Dr Fred Epstein (paediatric neurosurgeon), Harvey Cushing (brain surgeon) Eileen Simpson (psychotherapist) and Professor Saxby Pridmore (poet).

Remember that learning disabilities, unlike learning difficulties, do not readily respond to intensive academic skills intervention in areas such as reading and writing. The effects of learning disabilities can, however, be successfully addressed by appropriate academic adjustments and accommodations.

Since it is a learning disability, not a difficulty, spending more time learning the basics of reading and writing (at a tertiary level) will not help. A learning disability is a lifelong condition and highly resistant to intensive education intervention. It is a dysfunction in the central nervous system, which can restrict competencies in information processing, motor skills and working memory. Talking about their assignments with others or using voice recognition software (and other assistive technology) may help students to improve their learning.

It is best to get hearing and vision tested to eliminate any other factors that may affect learning/academic performance.

Remember that learning disabilities, unlike learning difficulties, do not readily respond to intensive academic skills intervention in areas such as reading and writing. The effects of learning disabilities can, however, be successfully addressed by appropriate academic adjustments and accommodations.

Since it is a learning disability, not a difficulty, spending more time learning the basics of reading and writing (at a tertiary level) will not help. A learning disability is a lifelong condition and highly resistant to intensive education intervention. It is a dysfunction in the central nervous system, which can restrict competencies in information processing, motor skills and working memory. Talking about their assignments with others or using voice recognition software (and other assistive technology) may help students to improve their learning.

It is best to get hearing and vision tested to eliminate any other factors that may affect learning/academic performance.

Remember that learning disabilities, unlike learning difficulties, do not readily respond to intensive academic skills intervention in areas such as reading and writing. The effects of learning disabilities can, however, be successfully addressed by appropriate academic adjustments and accommodations.

Since it is a learning disability, not a difficulty, spending more time learning the basics of reading and writing (at a tertiary level) will not help. A learning disability is a lifelong condition and highly resistant to intensive education intervention. It is a dysfunction in the central nervous system, which can restrict competencies in information processing, motor skills and working memory. Talking about their assignments with others or using voice recognition software (and other assistive technology) may help students to improve their learning.

It is best to get hearing and vision tested to eliminate any other factors that may affect learning/academic performance.

Remember that learning disabilities, unlike learning difficulties, do not readily respond to intensive academic skills intervention in areas such as reading and writing. The effects of learning disabilities can, however, be successfully addressed by appropriate academic adjustments and accommodations.

Since it is a learning disability, not a difficulty, spending more time learning the basics of reading and writing (at a tertiary level) will not help. A learning disability is a lifelong condition and highly resistant to intensive education intervention. It is a dysfunction in the central nervous system, which can restrict competencies in information processing, motor skills and working memory. Talking about their assignments with others or using voice recognition software (and other assistive technology) may help students to improve their learning.

It is best to get hearing and vision tested to eliminate any other factors that may affect learning/academic performance.

ADD (attention deficit disorder) or ADHD (attention deficit hyperactivity disorder) is not considered a learning disability. It is a psychiatric diagnosis to do with impulse control, hyperactivity and attention deficits, which can result in learning difficulties.

This disorder may co-exist with a learning disability. There may be some overlap in that both may have trouble with working memory, and maintaining concentration and behaving appropriately within certain situations - but the reasons may be different. Many students with ADHD do not exhibit the same literacy difficulties.

ADD (attention deficit disorder) or ADHD (attention deficit hyperactivity disorder) is not considered a learning disability. It is a psychiatric diagnosis to do with impulse control, hyperactivity and attention deficits, which can result in learning difficulties.

This disorder may co-exist with a learning disability. There may be some overlap in that both may have trouble with working memory, and maintaining concentration and behaving appropriately within certain situations - but the reasons may be different. Many students with ADHD do not exhibit the same literacy difficulties.

ADD (attention deficit disorder) or ADHD (attention deficit hyperactivity disorder) is not considered a learning disability. It is a psychiatric diagnosis to do with impulse control, hyperactivity and attention deficits, which can result in learning difficulties.

This disorder may co-exist with a learning disability. There may be some overlap in that both may have trouble with working memory, and maintaining concentration and behaving appropriately within certain situations - but the reasons may be different. Many students with ADHD do not exhibit the same literacy difficulties.

ADD (attention deficit disorder) or ADHD (attention deficit hyperactivity disorder) is not considered a learning disability. It is a psychiatric diagnosis to do with impulse control, hyperactivity and attention deficits, which can result in learning difficulties.

This disorder may co-exist with a learning disability. There may be some overlap in that both may have trouble with working memory, and maintaining concentration and behaving appropriately within certain situations - but the reasons may be different. Many students with ADHD do not exhibit the same literacy difficulties.

Dysgraphia is a severe difficulty in producing handwriting that is legible and written at an age-appropriate speed. So concept mapping software such as 'Inspiration', note takers, examination scribes and use of a computer during exams would all be very helpful.

Dysgraphia is a severe difficulty in producing handwriting that is legible and written at an age-appropriate speed. So concept mapping software such as 'Inspiration', note takers, examination scribes and use of a computer during exams would all be very helpful.

Dysgraphia is a severe difficulty in producing handwriting that is legible and written at an age-appropriate speed. So concept mapping software such as 'Inspiration', note takers, examination scribes and use of a computer during exams would all be very helpful.

Dysgraphia is a severe difficulty in producing handwriting that is legible and written at an age-appropriate speed. So concept mapping software such as 'Inspiration', note takers, examination scribes and use of a computer during exams would all be very helpful.

Asperger's syndrome (AS) is one of five neurobiological pervasive developmental disorders that are characterised by deficiencies in social and communication skills. It is considered to be part of the autism spectrum and can range from mild to severe. However, early development is normal and there is no language delay.

It is possible for people to have learning disabilities concurrently with Asperger's syndrome, but it is not itself a learning disability. By definition, those with AS have a normal IQ and many individuals (although not all), exhibit exceptional skill or talent in a specific area. The Online Asperger Syndrome Information and Support (OASIS) site has further information.

Dyscalculias is a severe difficulty in understanding, calculating and using symbols or functions needed for success in mathematics.

Fibromyalgia syndrome (FMS) is a widespread musculoskeletal pain and fatigue disorder for which the cause is still unknown. Fibromyalgia means pain in the muscles, ligaments, and tendons. Experts in the field of FMS and chronic fatigue syndrome (CFS) believe that these two syndromes may be one and the same. The Fibromyalgia Network has further information.

Dyslexia is a severe difficulty in understanding or using one or more areas of language, including listening, speaking, reading, writing, and spelling. Both are considered learning disabilities. Dyslexia can be used as a generic term to describe the functional behaviours of an individual with specific reading, writing, spelling mathematical and or language learning disability.

The gender distribution for learning disabilities is fairly equal, though sometimes in schools more males are identified as having learning disabilities than females. Current research suggests that there may be as many females with a learning disability as there are males.

Reference: Lerner, J 1997, Learning Disabilities: Theories, diagnosis, and teaching strategies, seventh edition, Houghton Mifflin Company: New York.

The gender distribution for learning disabilities is fairly equal, though sometimes in schools more males are identified as having learning disabilities than females. Current research suggests that there may be as many females with a learning disability as there are males.

Reference: Lerner, J 1997, Learning Disabilities: Theories, diagnosis, and teaching strategies, seventh edition, Houghton Mifflin Company: New York.

The gender distribution for learning disabilities is fairly equal, though sometimes in schools more males are identified as having learning disabilities than females. Current research suggests that there may be as many females with a learning disability as there are males.

Reference: Lerner, J 1997, Learning Disabilities: Theories, diagnosis, and teaching strategies, seventh edition, Houghton Mifflin Company: New York.

Accommodations (academic adjustments), assistive technology (such as screen readers, voice recognition software and word prediction software) and training in self advocacy skills can all help students with learning disabilities to achieve to their potential.

There is more information in the Technology section of the site.

Accommodations (academic adjustments), assistive technology (such as screen readers, voice recognition software and word prediction software) and training in self advocacy skills can all help students with learning disabilities to achieve to their potential.

There is more information in the Technology section of the site.

Accommodations (academic adjustments), assistive technology (such as screen readers, voice recognition software and word prediction software) and training in self advocacy skills can all help students with learning disabilities to achieve to their potential.

There is more information in the Technology section of the site.