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Learning Disabilities Across the Lifespan and How to Manage Them

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Learning disability can be debilitating academically and socially, especially for young people. A picnic table with 3 people studying.

Learning Disabilities Across the Lifespan: Recognizing, Understanding, and Supporting Individuals at Every Age

Learning disabilities (LDs) can affect people throughout their lives, impacting academic, social, and professional areas at each stage. Although the core challenges associated with learning disabilities, such as difficulty in processing, memory, and organization, are similar across ages, the way these difficulties manifest can change over time. This article will explore learning disabilities at various life stages—from elementary school through adulthood—and provide insights on how individuals and their families can recognize, support, and navigate the challenges associated with LDs. Additionally, you’ll find a section at the end discussing ADHD, a common co-occurring condition, and its unique impact on learning disabilities at each stage.

What the Professionals Say:

Common Learning Disabilities

  • Dyslexia
    Impact: Primarily affects reading skills, including decoding words, spelling, and reading comprehension.  Individuals with dyslexia may have difficulty with speech processing, making it hard to connect letters to sounds.
  • Dyscalculia
    Impact: Affects mathematical abilities, including understanding numbers, performing arithmetic, and comprehending math-related concepts. Dyscalculia can make tasks like budgeting, counting, and remembering numbers particularly difficult.
  • Dysgraphia
    Impact: Affects writing abilities, including handwriting, spelling, and organizing thoughts on paper. People with dysgraphia may struggle with fine motor skills, making it challenging to write legibly or structure written content effectively.
  • Auditory Processing Disorder (APD)
    Impact: Interferes with the way the brain processes auditory information. People with APD may have difficulty distinguishing sounds, especially in noisy environments, which can affect language development and comprehension.
  • Nonverbal Learning Disability (NVLD)
    Impact: Primarily affects nonverbal skills, such as understanding social cues, spatial awareness, and visual-spatial tasks. Individuals with NVLD may excel in verbal skills but struggle with coordination, organization, and interpreting body language.
  • Attention-Deficit/Hyperactivity Disorder (ADHD)
    Impact: Although not classified as a learning disability, ADHD often co-occurs with LDs and affects learning by impairing focus, impulse control, and executive functioning, making it harder to complete tasks, follow instructions, and manage time.

    • An interesting note on ADHD: Quite often, it is not a lack of ability to focus! It is experienced as a HYPER-ability to focus, just on the wrong information . . . like how the squirrel is moving along the branch outside of your window, or how to maneuver through a video game successfully. This is one reason that ADHD can be harnessed!

Recognizing Learning Disabilities at Each Life Stage

Elementary School Age (6–11 Years)

For young children in elementary school, learning disabilities may first become noticeable as they struggle to meet developmental milestones or keep up with their peers in reading, writing, or math. This can be particularly distressing for children who may feel “different” or less capable than their classmates.

Common Signs:

  • Difficulty with reading comprehension and phonics
  • Struggles with writing mechanics or math basics
  • Problems with attention, following instructions, and retaining information

Middle School Age (11–14 Years)

In middle school, academic demands increase, and children with learning disabilities may experience heightened stress. Challenges with comprehension, organization, and information retention can affect all subjects. Of course, stress acts like a magnifying glass and begins to feed on itself and can make the challenges worse. Please contact us if your child is struggling with LD stress!

Common Signs:

  • Difficulty with time management and organization
    • Sloppy folders, backpacks and desks may be seen
  • Problems following multi-step instructions
  • Low self-esteem and anxiety around school

High School Age (14–18 Years)

High school students with learning disabilities often face complex coursework, social pressures, and preparation for life after graduation. Their learning challenges can manifest as issues with critical thinking, advanced reading comprehension, and sustained attention.

Common Signs:

  • Struggles with abstract concepts in math, science, and literature
  • Difficulty with studying, taking notes, and test-taking
  • Signs of frustration, anxiety, or social withdrawal

What the Professionals Say:

Getting Help for Your Child’s Learning Disability at School

When a child struggles with a learning disability, collaborating with their school can be one of the most effective ways to support their academic success. Schools have many resources designed to help students with unique learning needs, from Individualized Education Plans (IEPs) to informal support from teachers and administrators. Here’s a guide on how to navigate school-based support options, communicate effectively with school staff, and explore additional resources outside of the school system.

Communicating with Teachers and Administrators

Open communication with your child’s teachers and school administrators is essential. Start by reaching out to your child’s teacher to discuss any observed learning challenges. Teachers can share insights about how your child performs in class, any patterns they’ve noticed, and ways they can adapt their teaching style to support your child. Administrators, including school counselors or special education coordinators, can also provide guidance on next steps.

Tips for Effective Communication:

  • Request a meeting with the teacher or school staff to discuss concerns. Be clear about your observations and any outside evaluations or diagnoses that might help them understand your child’s needs better.
  • Ask specific questions, such as: What support options are available? How does the school handle learning disabilities? What accommodations can be made to help my child succeed?
  • Establish regular check-ins with teachers to monitor your child’s progress and adjust support strategies as needed.

IMPORTANT: Parents of school-aged children with learning disabilities often have sincere and heartfelt intentions—they deeply care about their child’s success and want to advocate for the best possible support. However, being a helicopter parent who is overly demanding or tells teachers and administrators how to do their job can lead to unintended consequences. Despite their good intentions, this approach can create a wedge between the parents and the school, resulting in a strained relationship that hinders effective collaboration. Remembering that teachers and school staff are professionals who see the child for 8+ hours a day is essential. Setting expectations is valid and necessary, but parents must approach these conversations with respect and a willingness to collaborate. This helps prevent a conflicted dynamic and promotes a more cohesive support system for the child.

Exploring an Individualized Education Plan (IEP)

An Individualized Education Plan (IEP) is a formal document that outlines specialized instruction and support services for students with qualifying disabilities. Under the Individuals with Disabilities Education Act (IDEA), students with learning disabilities may be eligible for an IEP if their disability impacts their ability to succeed in the general education classroom.

Steps to Initiate the IEP Process:

  • Request an Evaluation: If you believe your child might benefit from an IEP, you can request an evaluation from the school. The evaluation process typically includes assessments by educational specialists to determine your child’s needs.
  • IEP Meeting: If your child qualifies, a meeting will be scheduled to create the IEP. This plan will include specific learning goals, accommodations (such as extended test time or modified assignments), and any specialized services your child will receive.
  • Annual Review: The IEP is reviewed annually, allowing parents, teachers, and administrators to assess the child’s progress and make any necessary adjustments.

504 Plans as an Alternative

For students who don’t qualify for an IEP but still need academic support, a 504 Plan might be an appropriate alternative. A 504 Plan provides accommodations to help students with learning disabilities succeed in the general education environment, such as modified assignments, preferential seating, or breaks during testing.

Outside-of-School Support Options

In addition to school-based resources, families can explore several outside options for supporting children with learning disabilities:

  • Tutoring and Educational Therapy: Specialized tutors and educational therapists can work with your child to build skills in reading, writing, math, or executive functioning. These professionals often use targeted, multi-sensory approaches designed specifically for children with learning disabilities.
  • Speech and Language Therapy: For children with language-based learning disabilities, speech-language pathologists can provide individualized therapy to improve communication and language comprehension skills.
  • Behavioral Therapy and Counseling: Learning disabilities can sometimes lead to low self-esteem, anxiety, or behavioral challenges. Working with a counselor can help children build resilience, develop coping strategies, and navigate any emotional impacts of their learning disability.
  • Assistive Technology: Tools like text-to-speech software, audiobooks, and educational apps can support children’s learning in accessible and engaging ways. Many of these resources are available online or through local libraries.

By actively engaging with school staff, considering options like IEPs and 504 Plans, and exploring outside resources, families can create a comprehensive support system to help children with learning disabilities thrive both academically and personally.

College Age (Young Adult, 18–25 Years)

For young adults, learning disabilities can influence their performance in college and the workplace. The transition to self-directed learning and independent living can be daunting, and young adults may need guidance in managing their disability.

  • REMEMBER! In college, professors are less likely to be directive regarding studying and performance. Quite often, they are happy to help when the student takes the initiate, but self-directed behavior is a critical stage of young adult development. Students should familiarize themselves with the professor’s office location and hours, as well as those of the teaching assistant (TA).

Common Signs:

  • Difficulty managing deadlines and schedules
    • This can even manifest as a reluctance to use, or even learn how to use calendar and reminder apps on their phones and computers
  • Challenges with advanced comprehension and problem-solving
  • Feelings of isolation and anxiety due to perceived academic inadequacies
    • These feelings can magnify the academic struggles

Adult Age (25–64 Years)

Adults with learning disabilities often encounter difficulties in their careers, where organizational, analytical, or communication skills are essential. Their disabilities may also impact daily life, such as managing finances or keeping up with household responsibilities.

By this point in a person’s development, habits may have formed that do not seem like habits at all; they may just seem like “how things have always been” and may not seem manageable at all. Imagine if you’ve always spent marathon sessions studying or preparing for presentations. You may not have learned the importance of scheduling breaks, or even knowing how to recognize that the brain just needs 20-30 minutes to “file away” the information you’ve been working on. All of a sudden when you take regular breaks, or know when it is time to take an unscheduled break, you start to notice that you get more done in less time. What a relief!

Common Signs:

  • Difficulty with organization, time management, and focus at work
  • Problems with budgeting and other math-related tasks
  • High levels of stress or frustration when faced with new information

Geriatric Age (65+ Years)

In older adults, learning disabilities can impact memory, cognitive processing, and communication, which can be exacerbated by natural age-related cognitive changes. They may face challenges adapting to technology or complex social scenarios. When these are new symptoms, it is important to talk to a doctor to see what may be causing the struggles. They may not be learning disabilities, and instead may be related to the thyroid, brain chemistry, or normal age-related decline.

Common Signs:

  • Difficulty with memory retention and following instructions
  • Problems with processing information and communicating thoughts
  • Increased frustration in social or learning situations

What the Professionals Say:

Learning disabilities (LDs) can greatly impact teenagers and adults, contributing to or worsening depression and anxiety. The ongoing struggles with school, work, or daily tasks, coupled with feelings of inadequacy or comparison to peers, can erode self-esteem and lead to chronic stress, increasing the risk for depression and anxiety. According to Jonathan F. Anderson, LPC-s, “depression and anxiety themselves can mimic learning disabilities” by affecting concentration, memory, and problem-solving abilities. This overlap can make it difficult to pinpoint whether the core issue is an LD or a mental health concern, as similar symptoms—such as difficulty focusing and inconsistent performance—may appear in both. Understanding these interactions is essential for proper assessment and support to help individuals manage their challenges and foster resilience.

The Neuroscience of Learning Disabilities

Learning disabilities are linked to variations in brain function, particularly in areas responsible for processing language, visual, and auditory information. For instance, dyslexia is associated with difficulties in the brain’s phonological processing areas, making it hard to connect sounds with letters. Meanwhile, dysgraphia affects fine motor skills, often tied to irregularities in motor coordination regions. Similarly, dyscalculia is connected to challenges in the brain’s parietal lobe, which handles numerical and spatial processing.

These disabilities are not a result of low intelligence or lack of effort. Instead, they reflect differences in neurological wiring that make certain tasks inherently more challenging. Understanding these neurological underpinnings helps reduce stigma and fosters empathy toward individuals with learning disabilities.

How Counseling Can Help

Learning disabilities can cause significant stress and self-esteem issues, particularly when misunderstood by others. Solution-Focused, Insight-oriented counseling and Cognitive Behavioral Therapy (CBT) can help individuals develop coping strategies, recognize their strengths, and manage emotional challenges. Trauma-informed counseling is also essential for addressing any past experiences of stigma or bullying related to their disability. Mindfulness-based techniques can aid focus, while structured, goal-oriented sessions can assist clients in managing daily tasks.

Self-Help Strategies for Individuals with Learning Disabilities

Many individuals with learning disabilities benefit from using assistive technologies, such as speech-to-text software, digital planners, and audio tools. Building a structured routine, using visual aids, and practicing mindfulness can improve focus and reduce stress. Seeking support groups or online forums can also provide a sense of community and shared understanding.

How to Support Loved Ones with Learning Disabilities

If you have a loved one with a learning disability, it’s essential to remain patient, empathetic, and supportive. Offer help in organizing tasks, encourage the use of assistive tools, and celebrate their accomplishments. Educate yourself on their disability and remain open to learning about their experiences. Remember, a supportive environment can make a world of difference.

ADHD and Learning Disabilities Across the Lifespan

ADHD (Attention-Deficit/Hyperactivity Disorder) often co-occurs with learning disabilities but is not classified as an LD itself. However, its symptoms, such as inattention, impulsivity, and difficulty with executive functioning, can exacerbate the challenges faced by individuals with LDs at each stage.

ADHD in Elementary School

At this age, ADHD can make it challenging for children to stay focused and learn foundational skills, complicating the struggles that come with learning disabilities like dyslexia or dyscalculia. Children may need structured routines, behavioral interventions, and supportive learning environments to help manage these challenges. Consult with your doctor about IF medication is called for. There are many options that are effective before meds need to be considered.

ADHD in Middle School

With increased academic demands, ADHD symptoms can lead to disorganization and difficulty completing tasks. These challenges can compound the effects of learning disabilities, making it essential to use planners, visual aids, and structured, step-by-step guidance for assignments. Since the early stages of puberty are coming online at this age, parents may see increased sensitivity, irritability and emotional outbursts. Compassion and understanding are essential.

ADHD in High School

High school students with both ADHD and LDs may experience heightened frustration and social anxiety as they manage complex coursework. ADHD coaching, digital tools for task management, and supportive relationships with teachers and parents are vital. Depression and anxiety symptoms, including emotional intensity, may be present as well.

ADHD in College (Young Adult)

For young adults, ADHD symptoms can interfere with the transition to independent learning and time management. ADHD coaching, counseling, and assistive technologies help students manage both academic and social challenges associated with ADHD and LDs. Most colleges and universities have learning centers that support students with ADHD.

ADHD in Adulthood

In adults, ADHD can impact career performance and personal responsibilities. Issues like chronic disorganization and difficulty focusing on tasks are common. Tools like professional coaching, time-blocking strategies, and mindfulness-based therapy can assist with symptom management.

ADHD in Older Adults

For older adults, ADHD symptoms may become more noticeable with age-related cognitive changes, impacting memory and processing. Structured routines, memory aids, and patience from caregivers can support effective management of ADHD alongside any LD-related challenges.

What the Professionals Say:

“Understanding the unique interplay of ADHD and learning disabilities across different ages allows us to create effective, individualized support plans. With proper guidance, people with LDs and ADHD can thrive.” — Jonathan F. Anderson, LPC-s

Symptoms of ADHD that can show up at all ages

  • Fidgeting or restlessness: Difficulty sitting still, tapping fingers or feet, or frequently shifting in their seat.
  • Distractibility: Easily losing focus, especially during tasks requiring sustained attention, or becoming easily sidetracked by external stimuli.
  • Difficulty following conversations: Struggling to stay engaged in conversations or follow complex instructions.
  • Completing others’ sentences: Interrupting or finishing sentences for others, sometimes due to impulsivity or an eagerness to keep up.
  • Forgetfulness: Frequently forgetting instructions, appointments, or due dates for tasks.
  • Disorganization: Difficulty keeping materials, schedules, or thoughts organized, which may lead to missed deadlines or misplaced items.
  • Slow processing speed: Taking longer than peers to complete tasks, understand information, or respond in conversations.
  • Trouble with time management: Difficulty estimating time needed for tasks, resulting in procrastination or frequent lateness.
  • Challenges with reading or writing: Struggling with reading comprehension, spelling, or structuring written thoughts clearly.
  • Difficulty with transitions: Feeling overwhelmed or stressed when moving between activities or tasks.

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Jonathan F. Anderson, LPC-s has worked in the helping profession since he started college in 1990. After completing his Bachelor’s degree at the University of Texas, Austin in 1994, he attended the highly-regarded University of Minnesota to earn his Master’s degree in 1997. He is a Licensed Professional Counselor and is recognized as a Board Approved Supervisor by the State of Texas Board of Examiners of Professional Counselors. Jonathan has completed Level 2 of the Gottman Method of Couples Counseling, and in 1998 received training from the International Critical Incident Stress Foundation in Advanced Critical Incident Stress Management & Debriefing. To learn more about Jonathan’s practice, click here: Jonathan F. Anderson, LPC-s.

Updated on: November 6, 2024
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