Cognitive learning disability

Author: g | 2025-04-23

Cognitive/learning disabilities alter brain functioning to affect one or more cognitive processes related to learning. Cognitive Disabilities and Design. Since these problems can interfere with

Cognitive and Learning Disabilities - Accessibility.com

Intellectual disability may be either generalized (cognitive impairment) or specific to one area (learning difficulty). Children with cognitive impairment have below-average IQ, at [1] The degree of cognitive impairment depends on the underlying disorder and its severity. An IQ of 50 to 70 is classed as mild cognitive impairment. Children with a specific learning difficulty, on the other hand, have difficulties with particular mental tasks but a normal IQ. Examples include difficulties with speech (specific language impairment), reading and writing (dyslexia), and use of numbers (dyscalculia). Although the terms "learning difficulty" and "cognitive impairment" have specific definitions, they are sometimes used interchangeably by clinicians.[1]EpidemiologyCognitive impairment affects 2-3% of children.[2] Down syndrome and fetal alcohol syndrome are among the most common identified causes of cognitive impairment.[3] The prevalence of learning difficulties is more difficult to determine because of the spectrum of disabilities and the variation in diagnostic criteria.[4] Most estimates suggest that the lifetime prevalence of learning disability is about 10%; males are more likely to be affected than females. Dyslexia is the most common specific learning disability (affecting about 5% to 12% of children).[1][5]The majority of conditions associated with both specific learning difficulties and generalized cognitive impairment are developmental in origin, are linked to abnormalities in brain structure and function, and are present from birth. Learning difficulty or cognitive impairment may be part of a syndrome, and there may be a family history of similar difficulties. Generalized cognitive impairment is often associated with a history of delayed developmental milestones; the age at which it becomes manifest varies according to its severity. In some children, mild generalized cognitive impairment becomes more obvious when the child starts attending school.The English Learning Disabilities Mortality Review (LeDeR) program in 2018 found that the median age at death for 3860 people with learning disabilities (ages 4 years and over) was 60 years for males and 59 years for females.[6]Multidisciplinary team approachChildren who develop new specific learning difficulties or who have recently been identified as having cognitive impairment should be referred to a pediatric neurologist. An acquired disability due to intracranial pathology must be considered if there is an acute onset or a regression of previously acquired skills. However, often the specific learning difficulties or cognitive impairment may have been present for some time but only recently noted (e.g., on starting school).A multidisciplinary team (MDT) assessment is desirable for accurate diagnosis and advice regarding appropriate interventions and educational placement. An MDT assessment includes the pediatrician or child psychiatrist and allied professionals such as a psychologist and a speech therapist. Children with motor coordination difficulties (developmental coordination disorder, or dyspraxia) resulting in physical problems with writing may benefit from assessment by an occupational therapist. The role of the clinical psychologist is to identify the child's cognitive ability (IQ, or age-equivalent developmental level, which can be compared with their chronologic age). Speech therapists help assess the child's expressive and receptive (understanding) language abilities and compare these with the overall level of cognitive ability. Some children have a discrepancy between cognitive and language abilities. For example, children with autism sometimes have relatively superior nonverbal skills compared with verbal performance. There is evidence that early reading interventions may be particularly helpful in improving expressive and receptive language as well as reading in children with intellectual disability.[7]Cerebral palsy"Cerebral palsy" is a diagnosis given to children with a static brain injury of varying etiology (e.g., preterm birth, hypoxic-ischemic injury, meningitis, or intracerebral hemorrhage), associated with a disorder of movement and posture. Cerebral palsy is not a cause of cognitive impairment. However, the two conditions can coexist, and for this reason a cause

Cognitive and Learning Disabilities - Springer

For many organizations, cultivating a diverse workplace is a source of immense pride. However, creating an inclusive environment where individuals from all walks of life feel genuinely welcomed and appreciated goes beyond the conventional notion of accommodating those from diverse backgrounds.This is particularly important when addressing the invisibility often imposed upon people with disabilities, especially those whose experiences are not readily apparent.To that point, recent data from the Centers for Disease Control and Prevention (CDC) indicates 12.8 percent of American adults have a cognitive disability characterized by serious difficulty concentrating, remembering, or making decisions.Additionally, the nonprofit Learning Disabilities Association of America (LDA) notes that one in five Americans experiences learning and attention issues, citing research from the National Center for Learning Disabilities (NCLD). Despite this, misconceptions and stereotypes about individuals with cognitive and learning disabilities (CLD or neurodivergence) persist. These include perceptions of neurodivergence as an abnormality or that people experiencing CLD aren’t intelligent or lack the ability to learn.Consequently, a large portion of people with such disabilities are shut out of the workforce despite their abilities and potential for contribution: Only 46 percent of working-age adults with learning disabilities are employed, and twice as likely to be jobless as their “able-bodied” counterparts.However, in addition to meeting legal requirements or social responsibility goals, a diverse and inclusive work environment helps drive productivity and innovation. This is due to greater employee satisfaction, grounded in inclusive experiences where differing talents are valued. Thus, creating accessible workplaces catering to the needs of all employees一including those with cognitive and learning disabilities一is essential. Here are several actionable measures for making workplaces more accessible and inclusive for employees with cognitive and learning disabilities. (You can also find similar guides to better support employees who are blind, d/Deaf, and experience mobility impairments.)Understanding Cognitive & Learning DisabilitiesCognitive and. Cognitive/learning disabilities alter brain functioning to affect one or more cognitive processes related to learning. Cognitive Disabilities and Design. Since these problems can interfere with Cognitive learning is a neurological disability that includes neurological disorders as well as behavioral and mental disorders. What is Cognitive Disability? Cognitive impairment

Learning Disability, Intelligence, and Fluid Cognitive

Learning disabilities vary in their nature and impact. They result from genetic or neurobiological factors that alter brain functions related to processing information or learning. This can negatively affect basic skills such as listening, reading, writing, or performing mathematical calculations. They can also interfere with higher-order skills such as organization, abstract reasoning, time planning, long or short-term memory, and focusing attention.Learning disabilities are also distinct from learning challenges related to visual, auditory, or motor disabilities, emotional disturbance, or environmental disadvantage.According to the LDA, people with learning disabilities are of average to above-average intelligence yet are often unable to demonstrate their expected skill set. In effect, their disability is invisible because there often appears no obvious explanation for the divide between their intellectual potential and tangible accomplishments. Common types of cognitive and learning disabilities include dyslexia, dyscalculia, dysgraphia, dyspraxia, attention deficit hyperactivity disorder (ADHD), certain types of autism, non-verbal learning disabilities (NVLD or NLD), executive functioning, oral/written language disorder, and specific reading comprehension deficit.Challenges Faced by Employees With CLDPeople with CLD often experience difficulties with skills fundamental to most employment, such as organization, time management, written communication and comprehension, and memory and information processing.It’s no surprise, then, that misunderstanding, stigma, and feelings of low self-esteem often prompt students and workers to keep their CLD hidden. According to the NCLD, only one in four college students with CLD disclose their disability to their institution, and only one in 20 young adults with CLD receive accommodations in the workplace.Kurt Iobst, Senior Success Manager at Salesforce and Global President of Neurodiversity AbilityForce, says disability disclosure is a personal choice.“I encourage people to do what makes them most comfortable,” says Iobst, who himself is autistic. “If they feel they will gain more understanding and not suffer repercussions, then disclosure could be appropriate.”Regardless, employers and colleagues Need to be aware of these challenges and offer the necessary support and accommodations to facilitate the success and well-being of their coworkers.The Role of Leadership & Management Aside from successfully leading multi-billion dollar companies, Richard Branson, Virgin Group Holdings Limited board chairman; Daymon John, founder, president, and CEO of FUBU and a regular investor on the reality show “Shark Tank;” and David Neeleman, founder, CEO, and chairman of Breeze Airways (previously Founder, CEO, and Chairman, JetBlue) all share something else in common. Each has a cognitive or learning disability一and there are many more like them.Creating an inclusive workplace culture starts with leadership and management. By disclosing their own neurodivergence, leaders are living proof people with CLD can be enormously successful. They also set the tone for tolerance, acceptance, accessibility, and inclusivity within their organizations. Iobst shares that sentiment, noting that “leadership that openly discloses their disability, struggles, and success strategies helps foster empathy and understanding throughout the organization.” Leaders also control the allocation of resources for accessibility initiatives and training programs (more on this below). A strong commitment in these areas, and from the highest echelons of an organization, reinforces the fact that people with CLD are valued employees. Communications and HR teams also have roles to play. Messaging in company news, policies, and initiatives for internal and external audiences should reflect the organization’s commitment to diversity and inclusion, including discussion and imagery of its multifaceted workforce, goals, and accomplishments. Importantly, these policies should be visible to potential candidates and those in the hiring process.Employee Training & EducationEducating all employees about cognitive and learning disabilities is crucial for cultivating a collective sense of empathy and appreciation for the challenges and talents employees with CLD possess. Regular training via awareness programs, workshops, and seminars can help debunk misconceptions and nurture

Cognitive impulsivity in specific learning disabilities

Asynchronous communication, like using Slack, or turning off the camera on video calls,” he adds.Teamwork & CollaborationEncouraging open communication and fostering a culture of respect and patience can create an inclusive environment where all employees feel valued and heard, including those with CLD. “I always encourage neurodivergent employees to create a personal user manual that outlines how that person works best. It can include things like, ‘times when I’m most productive,’ or ‘these types of things cause me friction,’” says Iobst.He underscores that disclosing a disability is not a requirement:“At no time does [a neurodivergent employee] need to share their disability to do these things,” Iobst adds. In a collaborative workplace一whether in the office or at the company picnic一each team member contributes their unique strengths and skills to the projects at hand. This includes individuals with cognitive or learning disabilities who can also showcase their abilities in areas where they excel.When undertaken consistently, these approaches often benefit organizations with a motivated workforce, pride in project ownership, and a collective sense of accomplishment.Evaluating Progress & Making AdjustmentsFinally, creating accessible workplaces for employees with cognitive and learning disabilities is not only a legal and ethical obligation but also a source of immense benefits for organizations. But, like anything else, it takes time. Regularly evaluating progress is central to ongoing improvement. Organizations should seek employee feedback, conduct accessibility audits, and adjust policies, practices, and physical environments to ensure continued progress. In this way, organizations can create environments where all employees can thrive and contribute to their full potential, break down barriers, challenge misconceptions, and build truly inclusive workplaces.InclusionHub is a crowd-sourced, online resource directory seeking to raise awareness about Diversity, Equity, Inclusion, and Belonging (DEIB), digital accessibility, and other vital issues. To learn more or be a part of this extraordinary pursuit, contact

Designing for Individuals with Cognitive or Learning Disabilities

Of intellectual disability, the horrifically disdainful and disgusted opinions about intellectually disabled people helped make those words insulting, at the time and especially today.This discussion of banning or rendering certain words taboo inevitably leads to “what-aboutism” aimed at people from marginalized groups “reclaiming” insulting terms for their own internal purposes. In the world of disability, this most notably applies to “cripple” and “crip,” which disability activists and participants in disability culture still use to refer to themselves, either ironically or defiantly. It’s the kind of situation where if you are part of the group you can use it for yourselves, but from other people’s mouths it’s an insult. There are a dozen ways to analyze and justify or criticize this intellectually, but it’s also just the way things work with people who are marginalized or oppressed. People should be allowed to use terms that mean something to them. And others need to recognize the limits of their power to regulate this practice.2. Aim to be factual, descriptive, and simple, not condescending, sentimental, or awkward.One reason why disability language is still so controversial is that there is an almost hidden but quite fundamental clash between what people are trying to do with the words they choose and the phrases they craft to talk about disability. Roughly speaking, some want to use disability terminology to uplift disabled people or somehow repair the image of disability, while others aim for accuracy, simplicity, and a tone closer to neutrality. One approach encourages a degree of positive emotionalism and persuasion to be built into disability language. The other strives to be more sober, but also elegant and comfortable when spoken and written.Terms like “differently abled,” physically or mentally “challenged,” “exceptional,” and “special needs” are generally well-intended, at least on the surface. But they are so obviously an effort to be kind, or nice, or positive and cheerleading that the effect on actual disabled people can be sentimental and condescending. It’s also an understandable but ultimately wrongheaded effort to promote equality not by elevating disabled people, but in a sense trying to deny the reality of disability as a meaningful concept or experience. As with other marginalized groups, we should know by now that refusing to acknowledge or talk about disability as a real experience doesn’t make life better for disabled people.The main alternative is to be factual and descriptive. We can name specific types of disability, like cerebral palsy, Down Syndrome, amputee, or blind. Or, we can use generic terms like disability or disabled, that at least attempt to encompass all kinds of physical, mental, cognitive, learning, or sensory disabilities. A close reading of “disabled” can always be made to appear negative. But it’s widespread use as a generic term for a set of common experiences and social positions make these terms as close to value neutral as can be possible, and therefore useful in the much more achievable goals of accurate identification, equality, and basic respect. Disability and disabled work elegantly simply to describe. Cognitive/learning disabilities alter brain functioning to affect one or more cognitive processes related to learning. Cognitive Disabilities and Design. Since these problems can interfere with

Kudoz: a learning platform for adults with cognitive disability.

Explore our full library of visual-spatial worksheets today! → Dive deep into an ocean of fun and challenge your visual attention skills with this sea creature-themed mini cognitive exercise packet. Based on our popular digital exercise, “Displaced Images,” this packet engages users in spotting differences among various sea creatures, requiring focused concentration and careful observation to determine which images don’t match. This mini packet is designed to work on visual attention—a crucial skill for daily life—while providing an engaging and stimulating experience for anyone working on their cognitive skills.This packet is designed to support individuals who may struggle with visual attention due to a learning disability, aging, stroke, or brain injury. It provides a gentle but effective way to practice attentional skills in a targeted format that is accessible and engaging.The fun underwater theme makes this mini packet a great option for adolescents and adults!Included inside: 12 pages of visual attention worksheets, and bridging questions.If you like this mini packet, make sure to check out our other attention worksheets today! → Step into a world of adventure with this hybrid mini cognitive exercise packet designed to strengthen verbal working memory through engaging, fantasy-themed stories! Inspired by our popular digital exercise, Seize the Keywords, this packet challenges you to recall and sequence verbs from snippets of text, encouraging you to practice holding words in mind for a short period. The combination of verbal memory tasks and vivid, story-driven visuals creates an immersive experience that makes cognitive training both fun and rewarding.This packet requires that the individual look between the screen and the paper, adding an extra layer of difficulty to a working memory exercise. Each exercise presents a short passage, asking you to remember specific verbs in sequence to exercise verbal working memory and focus.The fun fantasy theme makes this mini packet a great option for adolescents and adults!Included inside: 6 pages of verbal memory worksheets, bridging questions, and 3 videos.If you like this mini packet, make sure to check out our other language worksheets today! → Get ready for a fun and engaging way to exercise your working memory and