A learning disability is a combination of learning disabilities that can hinder or affect an
individual’s ability to learn. It is common to have a learning disability and other mental disorders
at the same time. People who are healthy and able-bodied have an advantage in learning
disabilities. However, people with learning disabilities can experience the same difficulties as
everyone else. A person can have a learning disability that is either physical or mental.
Examples of learning disabilities include brain damage, brain injury, birth defects, and surgery.
A person with a learning disability may have problems with comprehension, memory, language
or other cognitive processes. Other symptoms include poor decision-making and organization,
inability to concentrate, recurrent boredom or repetitive questions, as well as other disabiliting
behaviors. All these symptoms can be associated with other mental illnesses such as
depression, schizophrenia, obsessive-compulsive disorder, bipolar disorder and post-traumatic
stress disorder. Learning disability can have a negative impact on self-esteem and confidence,
which can sometimes lead to suicide or violence. To prevent students with learning disabilities
developing, educators should have several strategies in place to ensure their safety and well
The Maryland State Department of Education should create a disability assessment tool for
schools in accordance with the National Association for the Legal Support of Children with
Disabilities, and the Maryland State Department of Education. The Maryland State Department
of Education has to develop a policy on disability and a plan of education for students with
disabilities. These policies aim to prevent the occurrence or development of disabilities. Another
important aspect of the State’s policy is the implementation of a global health approach. This
policy has the goal of promoting healthy children by ensuring all schools in the state have the
right equipment to support people with disabilities.
The Global Health assessment tool evaluates the daily living conditions of people with learning
disabilities and measures their performance in the following areas: English, English language,
cognitive skills, academic functioning, memory, receptive vocabulary and English language. The
questionnaire collects information about the patient’s family, education, employment status,
current living arrangements, as well as their physical health. The disability checker also
evaluates the patient’s medical history, medications, family medical history and psychosocial
conditions. It also evaluates the communication style of the family. If a learning disability is
identified, the person may be referred for individual services and follow-up appointments.
The second step in the design of the disability intervention plan involves collecting data on the
severity or functional syndromes of the patients. These include but are not limited to: hearing,
visual, speaking, reading, writing, and math. Data on the severity of each of these domains is
needed for analyzing the patients’ self Reported functioning. Self-Reported functioning describes
the patient’s performance in at least one functional domain. Data on domain strength is needed
in order to design a treatment plan to target the specific symptom that needs to be improved.
The doctor and patient need to collect data about severity and function in order to determine the
most appropriate treatment.
After the data has been accumulated, the dimensions of the impairments are compared with the
norms in the general population. These are measured using standard performance ratings that
take into account aspects of e.g. motor ability, manual dexterity, fine motor function, processing
speed, visual-spatial ability, and personality. If there are marked differences in the levels or
impairments, a working group will consist of a selection of candidates for the disability service.
This working group will consist of different domains that reflect the specific health condition
under consideration; for example, if the rating for the verbal domain is high, then an occupational
therapist who specializes in hearing might be called on for a consultation.
The second part of the triad focuses on assessing the level of service patients with severe
disabilities receive in terms of quality of their lives. An extended set may be used to help with
this evaluation. It will include an assessment of the physical, social, educational, and emotional
functioning domains. The extended set may cover aspects of the short set as well.
The consequences of disability can have many negative effects on a person’s daily life.
Assessments of the levels of impairment, obtained after evaluating the severity and types of
impairments, provide the basis for services to be tailored to meet the needs of each patient.
Evaluations by trained professionals, such a neurologists, physical therapists, occupational
therapy, and neurologists, should be performed in addition to the assessments that are made by
the patient and their family. The Washington Group’s short list of six functional domains of
disability includes self-care, functioning, physical functioning, education or behavior