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The statement “by definition every student with learning disabilities has” implies the existence of a cognitive process or skill deficit. This underlying deficit significantly impacts academic achievement in specific areas such as reading, writing, mathematics, or a combination thereof. This impact is not attributable to intellectual disability, sensory impairment, emotional disturbance, cultural factors, or inadequate instruction. For example, a student with a specific learning disability in reading, commonly referred to as dyslexia, may demonstrate significant difficulty in decoding written text despite possessing average to above-average intelligence and receiving appropriate reading instruction.

Recognition of this inherent deficit is critical for appropriate identification, assessment, and intervention. Understanding the specific nature of the deficit allows educators and specialists to develop tailored instructional strategies and accommodations. Historically, the acknowledgement of these underlying neurological differences has shifted the focus from simply labeling students as “underachievers” to providing targeted support based on individual needs. This recognition has led to legal mandates requiring schools to provide free and appropriate public education (FAPE) for students with these specific educational needs, emphasizing individualized education programs (IEPs) designed to address these underlying deficits.

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