According to Arizona Revised Statutes (ARS) §15-761(32): " 'Specific learning disability' means a specific learning disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do mathematical calculations. The term includes such conditions as perceptual disabilities, minimal brain dysfunction, dyslexia and aphasia. The term does not include learning problems which are primarily the result of visual, hearing, motor or emotional disabilities, of mental retardation, or of environmental, cultural or economic disadvantage."

The term "learning disabilities" was first used in 1963 by Dr. Samuel Kirk to describe the serious difficulties some children experienced in learning.

How Common Is a Specific Learning Disability?
In the 1997-98 school year, 44,319 Arizona students were classified as having a specific learning disability and received special education services. This number represents 5.58 percent of the 794,928 children en-rolled in Arizona public schools as of October 1, 1997.

What Effect Does a Specific Learning Disability Have on a Child?
Each person with a specific learning disability is unique. Each has a different combination or cluster of characteristics which can range from mild to severe. Once a comprehensive assessment has provided a diagnosis of a specific learning disability, effective intervention strategies should include a total approach to meeting the educational, psychological, medical, and social needs of the individual.

According to Gearheart & Gearheart (1989), some characteristics which are directly related to the definition of learning disabilities are:

• Reading and mathematic difficulties. Reading and math achievement are much lower than would normally be expected for the student's age, ability, and grade.
• Written or spoken language difficulties. The student may display serious problems in spelling, written composition, listening, speaking, vocabulary skills, and/or related abilities.
• Inadequate time concepts. Regular lateness, lack of normal time concept, or confusion about personal responsibility related to time are indicators.
• Poor general motor coordination. This may include general clumsiness, poor coordination, poor balance, or a tendency to fall down a lot.
• Inability to follow directions or class discussions. A child may be unable to follow spoken directions or the flow of thought during class discussions.
• Perceptual disorders. Children with perceptual disorders may not be able to copy letters correctly or to perceive the difference between shapes such as a square and a diamond.

Social imperception. This may include an inability to determine when other students accept him/her and an inability to "read" body language, especially facial expressions.

Many students with specific learning disabilities can, and often do, go on to vocational education classes, programs, or colleges where special help is available. Modifications for college entrance tests can be arranged through a student's high school. The allowed adaptations can include: extended time, a four-function calculator, a reader or a person to record answers, or an audio cassette edition with regular-type copy. Adaptations will depend on the student's disability.