Understanding the Challenges of Learning Disabilities: The Information Processing Theory Perspective

Abstract

Learning disabilities affect the totality of the individual and national productivity yet, it is most neglected in the common wealth of  exceptionality. This continues to complicate the fate of the discipline, and the provision of professional intervention services. Despite the  wealth in models and principles of the field, many issues still hinder seamless conceptualization of the disability, 60 years after its birth.  This discourse aims at a proper understanding of disability, as a way of demystifying learning process and why those with learning  disabilities find it unnecessarily difficult to learn like their peers. This paper uses cognitive psychology theory of information processing to  situate learning disabilities in the context of learning activities as information in the classroom. The paper defines disability, its nature,  challenges, and explains why those with the disability find it very difficult to learn and perform like their peers in some academic tasks. Information processing theory is used to discuss how stimulus from learning environment affects the way information is processed, as  well as the relatedness of the theory to learning disabilities. The study concludes that any distortion in the processing stage will affect  ability to learn, and suggest among others that technology should be used to mitigate and improve the processing of stimulus from  learning environment to enhance the understanding of disability.