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Learning Disabilities and Cognitive Processing
Learning disabilities are a heterogeneous group of disorders that interfere with an
individual's ability to access, process, or use information appropriately. Neurologically-based
processing problems can manifest in various ways: They may make reading, writing,
mathematics, or other academic areas difficult. Even with normal or above-average intelligence,
people with learning disabilities have struggled to reach their potential within traditional
classroom settings. Proper insight into the cognitive processes involved in these disabilities is the
basis for designing effective intervention and support strategies.
Cognitive-processing deficits form the core of a lot of learning disabilities. Probably one
of the more common learning disabilities is dyslexia, which is characterized by difficulties in
phonological processing that impair an individual's ability to decode written words (Adlof &
Hogan, 2018). Another example is dyscalculia, a learning disability affecting the processing of
numerical information and mathematical concepts (Cleveland Clinic, 2022). These processing
problems can further extend into working memory, visual-spatial processing, and executive
functioning. Research in this domain by neuroimaging techniques showed that individuals with
learning disability on several occasions often express different patterns of activation in the brain
compared to neurotypical peers during a cognitive task, which gives insight into the neurological
basis for these disorders.
Learning disabilities are very important and do not mean low intelligence or laziness.
Indeed, a number of people with learning disabilities can be key performers in other areas,
creative thinkers, and problem-solvers in areas related to verbal communication. The term
neurodiversity suggests that differences in cognitive processing reflect variations in human
neurology rather than deficit processes to be "cured" (Austin & Pisano, 2017). The paradigm
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shift has driven educational approaches toward the accommodation of diverse learning styles and
the focus on playing to individual strengths rather than remediating weaknesses.
That is, learning disabilities can be conceptualized as emanating from differences in
cognitive processing that influence the initial acquisition of academic skills and their application.
Understanding the underpinning processes is but a first step toward more efficient teaching
methods and remediation strategies for students with learning disabilities. Taking a
neurodiversity perspective allows for more inclusive ways of shaping educational practice to
appreciate and utilize this diversity in cognitive profiles among all learners, fostering
environments where learners with learning disabilities can succeed and flourish to their fullest
potential.
References
Adlof, S. M., & Hogan, T. P. (2018). Understanding Dyslexia in the Context of Developmental
Language Disorders. Language, Speech, and Hearing Services in Schools, 49(4), 762–
773. https://doi.org/10.1044/2018_lshss-dyslc-18-0049
Austin, R., & Pisano, G. (2017, July 18). Neurodiversity Is a Competitive Advantage. Harvard
Business Review. https://hbr.org/2017/05/neurodiversity-as-a-competitive-advantage
Cleveland Clinic. (2022). Dyscalculia: What It Is, Causes, Symptoms & Treatment. Cleveland
Clinic. https://my.clevelandclinic.org/health/diseases/23949-dyscalculia
