Learning Differences (Vocational rehabilitation, 504)

Understanding

Misunderstanding

Learning—Differences

"I prefer to refer to students who are classified as 'Learning Disabled' as children who learn differently." - Ennis William Cosby

The Hello Friend/Ennis William Cosby Foundation believes that individuals with learning differences present a challenge to our commitment to understanding diversity in learning and to our commitment to excellence in teaching - not to our standards of excellence in school achievement.

The terminology (learning disabilities, disorders, and dysfunctions) that is used for legal, technical, and research purposes is often less useful to children, parents, teachers, families, and communities who seek to provide understanding, hope, and support for individuals who are struggling with learning.

Specific diagnoses and labels are at times useful and helpful. However, individuals with diagnosed learning disabilities and disorders may face additional problems because of misunderstandings and prejudgments about the labels they carry. It is not surprising that these labels and diagnoses may also be uncomfortable, confusing, misleading, and denigrating to many students, parents, teachers, and others who seek to promote recognition of the abilities, the potential, and the gifts of these students.

In its work that focuses on direct help for teachers, parents, and friends, the Hello Friend/Ennis William Cosby Foundation will use the words "learning differences" not "learning disability." The term "learning difference" emphasizes the shift in perspective that is essential for successful teaching and learning to take place.

The Foundation wishes to

respect the learning capabilities and inherent strengths of these students,
open the doors of learning for these students by emphasizing their ability to learn through diverse learning channels,
reduce the negative effects of labels,
emphasize the importance of an accurate, descriptive understanding of each student as a learner,
recognize the diversity of abilities and needs within the population of students diagnosed with "learning disabilities,"
celebrate the gifts of students who learn differently,de-emphasize the role of labels in understanding students,
bring attention to the call for educational innovation implicit in meeting the needs and tapping the gifts of these learners,
and develop an inclusive, shared vocabulary and common understanding of learning to recognize the child's need for a community of support.

Benefits of Diagnostic Terminology

serves as a starting point for finding a range of resources, methodologies, materials, technologies, and services
replaces purely negative labels such as "lazy," "stupid," "unmotivated," "slow," or "doesn't care"
provides a network of individuals and organizations that are concerned about similar issues
documents that the individual is eligible for services, modifications or auxiliary aids in school or on the job (IDEA, Vocational Rehabilitation, 504, ADA)
helps assure equal educational and employment opportunity and helps prevent discrimination (504, ADA)
allows reimbursements for certain services (ex. insurance coverage for certain types of evaluations) and tax deductions for certain expenses

Limitations and Liabilities of Diagnostic Terminology

focuses on weaknesses, disability, disorder, dysfunction and often connotes inability, incapability, impairment, and abnormality
minimizes understanding by defining a whole individual by one aspect ("a dyslexic student")
may result in a simplistic understanding of factors which contribute to difficulty
implies a similarity and consistency in characteristics, problems, and needs among individuals with the same diagnosis
introduces risk of discrimination, misunderstanding, embarrassment, or limited expectations for educational, personal, and professional growth
involves technical and medical language which may be difficult to understand

Students with Learning Differences: A Call for Innovation In Schools

What would schools be like if we could design them around the principle that each individual's learning really matters? How would children who learn differently - all children - be perceived? Imagine what would school be like for all children if they were . . .

to be viewed as having inherent strengths, talents, and abilities to be identified, acknowledged, and developed;
to be respected for their potential to learn, to achieve competence, and to make positive contributions;
to learn in an environment that genuinely values diversity in thinking and learning;
to have many opportunities to learn and to express what they know in different ways;
to be taught by teachers who understand effective principles and practices of good teaching for all kinds of learners;
to learn the essential language, learning, communication, and organizational skills that provide the foundation for lifelong learning;
to be taught essential information and skills in a way that respects their ability to learn and that capitalizes on their strengths;
to have difficulties addressed by teachers who know how to intervene effectively when a student is struggling with learning;
to understand themselves and how they learn so well that they can explain it clearly to others;
to learn how to be responsible, contributing members of a safe, respectful community of active learners;
to have the opportunity to challenge themselves and be challenged, to work hard, to explore their own limits, and to develop competence and expertise;
to experience genuine and frequent successes in learning; and
to participate as a central partner in their own education, gathering and assessing information, making choices, and developing self-determination skills.