Advocacy plays a crucial role in bringing attention to health issues, as highlighted by Louisa Cook Moats and G. Reid Lyon in their 1993 article, “Learning Disabilities in the United States: Advocacy, Science, and the Future of the Field.” They pointed out that significant health concerns often gain traction only when parents and affected individuals voice their experiences and needs. Their observations underscore the necessity for strong advocacy and legal protections for individuals with learning disabilities in the U.S., primarily due to:
- Classroom Diversity: Despite policies aiming for personalized education, classrooms are diverse, and teaching often targets common denominators, potentially overlooking individual learning differences.
- Equality of Opportunity vs. Condition: The U.S. education system focuses on equal opportunity, not necessarily equal outcomes, which can disadvantage students with learning disabilities who require more specialized support to achieve similar results.
- Inequitable Funding: School funding heavily relies on local property taxes, leading to significant disparities in resources across districts, which disproportionately affects students with learning disabilities in underfunded areas.
- Lack of Universal Education Focus: Education reforms haven’t consistently prioritized the responsibility of public schools to cater to all students, including those with learning disabilities.
- Limited Social Safety Net: Unlike many industrialized nations, the U.S. has historically lacked a comprehensive national commitment to social, medical, and educational services for children, leaving gaps in support for learning disabilities.
These points, though raised decades ago, remain relevant when considering the ongoing need for advocacy for individuals with learning disabilities today.
The Impact of Learning Disabilities: Examining the “1 in 5” Statistic
Research has significantly advanced our understanding of learning disabilities since 1968. We now recognize that 1 in 5 individuals in the United States grapple with learning and attention issues. The Learning Disabilities Association of America (LDA) is dedicated to creating success opportunities for these individuals through support, education, and advocacy. LDA actively monitors and shares research findings while championing the rights of everyone affected by learning disabilities – “the 1 in 5.”
A pivotal resource in understanding this statistic is “The State of Learning Disabilities: Understanding the 1 in 5,” a comprehensive report published by the National Center For Learning Disabilities (NCLD) in 2017. This report, drawing on data from the 2015-2016 school year, illuminates the challenges and opportunities faced by children with learning disabilities and attention differences.
[From: 1-in-5 Snapshot, NCLD, 2017]
The “1 in 5” statistic, or 20%, might seem small at first glance. However, when we consider the scale, its significance becomes apparent.
Based on the 2019 U.S. population data, 20% translates to a staggering 65.6 million individuals in the United States with learning and attention issues (U.S. Census Bureau). This figure underscores the widespread nature of learning disabilities.
Within the education system, where approximately 56.6 million students are enrolled in elementary and secondary schools (Educationdata.org), the “1 in 5” ratio represents 11.2 million students with learning and attention issues. This substantial number highlights the critical need for effective identification and support within schools.
The NCLD report further reveals crucial insights about these 11.2 million students:
- Identification Gap: Approximately 8.25% of students are formally identified in schools and receive specialized instruction through IEPs or 504 plans. This means less than half of the estimated students with learning and attention issues are receiving formal support. A significant 11.75%, or 6.65 million students, are potentially going without the necessary interventions.
- Higher Dropout Rates: Students with learning disabilities experience dropout rates nearly three times higher than the general student population. This alarming statistic suggests that unmet needs and lack of support contribute to students leaving the education system prematurely.
- School-to-Prison Pipeline Link: Unaddressed learning and attention issues are linked to the school-to-prison pipeline. Research indicates that half of young students with learning disabilities have had contact with the justice system. This connection emphasizes the broader societal consequences of failing to address learning disabilities effectively.
- Lower College Enrollment and Completion: Individuals with learning disabilities have lower rates of college enrollment and completion compared to their peers. This disparity points to systemic barriers that hinder post-secondary success for those with learning disabilities.
Barriers to Success: Beyond the Classroom
[From: 1-in-5 Snapshot, NCLD, 2017]
The challenges faced by the “1 in 5” extend beyond education. The NCLD report reveals that only 46% of working-age adults with learning disabilities are employed, significantly lower than the employment rate for adults without learning disabilities. Furthermore, adults with learning and attention issues are twice as likely to be unemployed as their neurotypical counterparts. These employment disparities highlight the long-term impact of unaddressed learning disabilities on individuals’ lives and economic well-being.
[From: 1-in-5 Snapshot, NCLD, 2017]
“An equitable society is one in which all can participate and prosper”
Policy Link
Achieving equity means ensuring everyone has the resources they need to succeed. The Center for Public Education defines educational equity as “when all students receive the resources they need so they graduate prepared for success after high school.” LDA, in alignment with this principle, strives to empower individuals with learning disabilities to fully participate and thrive in both academic and societal spheres.
LDA’s Role in Supporting the “1 in 5”
The Learning Disabilities Association of America (LDA) actively supports the “1 in 5” through various initiatives:
Empowering Parents through Resources and Connection
Parents often face confusion and uncertainty when navigating their child’s learning disabilities. As an “invisible disability,” learning difficulties might not become apparent until school age, and even then, they can be subtle. LDA provides a wealth of resources to empower parents to effectively support their children with learning disabilities.
Online Coffee Connections offer a platform for parents, caregivers, and educators to discuss challenges and strategies in supporting children with disabilities in blended learning environments. These free meetings for LDA members, in partnership with IEPequity, provide valuable peer support and expert insights.
Equipping Educators with Tools and Knowledge
Given that approximately five percent of public school students are classified with specific learning disabilities (SLD), every teacher will likely encounter students with learning disabilities in their classrooms. Success for these students hinges on individualized approaches that recognize unique learning styles and paces. LDA offers extensive resources to equip teachers with the necessary tools and knowledge to effectively support students with learning disabilities.
LDA is a proud partner of the Educating All Learners Alliance, a collaborative organization uniting disability, civil rights, and education advocacy groups to promote equity in special education. Their revamped website offers a growing collection of resources, events, and news for educators.
In response to the shift towards remote learning, LDA developed a COVID-19 Resource Center with practical resources for educators, including tips for online teaching, accessible apps, lesson adaptations, IEP goal monitoring, and professional development opportunities.
Championing Early Intervention and Lifespan Support
LDA emphasizes that accurate identification through comprehensive evaluation is the first step in ensuring individuals with learning disabilities receive appropriate services and accommodations for academic and life success. LDA advocates for early identification to maximize the effectiveness of interventions.
Learning disabilities are neurological and persist throughout life. LDA recognizes that many individuals go unidentified and unsupported. Based on NCLD research, this may affect approximately 11.75% of the population. LDA continues to advocate for access to identification and support across the lifespan, acknowledging that needs evolve but do not disappear with age.
Fostering Self-Advocacy Skills
The LDA Podcast features resources on crucial topics like self-advocacy. In Season 1, Episode 5, Toby Baker shares her journey of self-advocacy, overcoming discouragement to achieve her academic goals. Toby, who self-identifies with ADHD and learning disabilities, is now pursuing a Ph.D. in Global Leadership and received LDA’s 2020 Harrison Sylvester Award for her research on adults with learning disabilities.
Learning Disabilities Association of New Jersey Inc. is piloting the STAMP program, a community for elementary and post-secondary students designed to empower them to embrace their learning disabilities through education, communication, and self-development.
“An equitable society is one in which all can participate and prosper”
Policy Link
Ultimately, advocacy is about action – acting for oneself, for others, and to create systemic change. LDA actively advocates for an equitable society where the “1 in 5” can fully participate and prosper.
