The Forum for the Advancement of Children and Adults with Learning Disabilities and Special Needs believes that there is a need for a clear and unequivocal definition of learning disabilities. This definition should reflect the accumulated knowledge accepted world-wide (contained in research and the professional literature. Any diversion from the definition needs to be based on established professional findings. There is also a need for a differential diagnosis (to prevent misclassification) of the different types of learning disabilities; of attention deficits with or without hyperactivity that do not include learning disabilities; and the delivery of appropriate services in keeping with the specific needs of this population.
 
 

DEFINITION

Children and Adults with learning disabilities are those who have:

• Specific disabilities in acquiring basic school skills as a result of irregularities in cognitive processes assumed to be neurological in origin;
• Average or above average intelligence despite problems in cognitive functions;
• Possible limitations in motor and visual-motor behavior;
• Varying degrees of problems in attention and concentration;
• Possible poor ability to be flexible as required;
• Possible secondary emotional problem caused by frequent and often constant failure, anxiety, and helplessness leading to a very poor self image.

Often the child does not demonstrate external behavioral symptoms and there the learning disability is diagnosed only after comprehensive neurological, psychological, and educational testing in the wake of failure to any of the school skills.

The diagnosis of a learning disability may be made under the following conditions:

• If the pupil's achievement in standard tests in reading, writing, or math is significantly lower than age-norm expectations; and
• When learning problems significantly impair acquisition of schools skills and their appropriate use in everyday life; and
• With a report of developmental problems associated with trauma, illness, or difficulties during birth;
• When there is history of learning disabilities in family.

1. Assessment for Learning Disabilities must be multi-disciplinary and must include first an educational/academic assessment and as necessary psychological, neurological and para-medical evaluations.
2. Adapting ways of both teaching and testing for the pupil are an integral part of the assessment procedure.
3. Adaptation of appropriate medical or other treatment must be part of the recommendations of doctor, the psychologist, and or other para-professionals.
4. The requirement for a differential diagnosis from middle-school age and upwards should be eliminated on the grounds that it is no longer relevant.
5. Assessments of (recently) diagnosed high-school students in the 11^th and 12^th grades must be accepted even when learning disabilities are diagnosed only then.

In view of the natural rights of all pupils with learning disabilities for equal opportunity in the classroom, we state the following requirements:

1. Provisions should be made for students with learning disabilities to be tested for exams according to the recommendations of the educational assessment, even if the disability is first assessed in the 11^th or 12^th grade.
2. In the event that the result of an evaluation indicate a low score on an intelligence test, the pupil will not be deprived of the right to take the matriculation exams.
3. A student diagnosed as having L.D., who fulfills the responsibilities as a student—but because of his disability has experienced frequent and repeated failure—should not be dismissed from school, and thus be prevented from taking the matriculation exams within the school framework.
4. The recommendations made as a result of any of the assessments and evaluations shall obligate the school system. It is to be stated once, but remain in force for every test/exam during all the school years at any class level. This will apply to students in the national school system ('Interni'), and those in external settings. The purpose of the one-time 'authorization' is to eliminate the necessity for renewing it periodically.
5. The requirement of time limitations (one hour) for an oral test must be eliminated. At present, it is discriminatory, as compared with time parameters for other tests and creates pressure on the pupil, and necessitates reduction in the content and quantity of material on the test. Students with L.D. should be allowed to take the entire exam like all other students, and time should be added to enable each student to complete the exam at his own pace.
6. Any student who so wishes and whose handwriting may be illegible, should be allowed to use a word processor in keeping with progress.

1. A computer Testing Center should be established to enable students with certified "grapho-motor learning disabilities", to be tested using word processors under supervision.
2. The Educational Ministry is responsible for making tutoring available within the school program, serviced by expert teachers, in keeping with evaluation results.
3. Each child diagnosed as having L.D. who is placed in a regular class is to have an Individual Education Plan [Tochnit Hinuchit Yechidanit (TAHI)].
4. All required psychological and educational/academic services for identification, evaluation, and remediation of students with learning disabilities is to be provided by the Ministry of Education and Culture. In the event that these services are not available, parents may seek the services of a licensed professional of their choice, to be provided for by the Ministry.
5. Any evaluation is to be done within 60 days of the referral and the results concluded and returned within 45 days. Remediation is to begin immediately.

1. All teacher training programs in institutions of higher learning must include comprehensive training in Learning Disabilities.
2. On-going "in-service" of all educational personnel must be required.
3. Every class that includes a student or students with learning disabilities will be reduced in numbers, or will have an aide assigned to help cope with the teacher's additional work load.
4. Beginning in the Junior High School, an Alternative Educational Framework must be established in every settlement, central and outlying districts—to provide appropriate education, to all L.D. students of normal intelligence, from the Seventh Grade—for bagrut preparation, and to enable these students to fulfill their full educational potential. Where not applicable or where the possibility does not exist, suitable educational alternatives must be provided for.
5. Each school should have a designated coordinator to identify, refer for evaluation, and to oversee the implementation of the resulting recommendations from each student's assessment. The coordinator should be responsible for directing the school staff and incorporating related services.

This committee should be composed of professionals whose specialization is in Learning Disabilities with practical experience in the field. In addition, it is necessary to include on this committee representatives of parent organizations that deal with L.D., and children with special needs.

This committee should provide for alternative testing conditions which approximate those provided for in the child's assessment.