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Learning difficulties is an umbrella term for academic problems of different origin. It comprises general learning deficits and low academic performance, for example, in the context of disabilities as well as specific forms like reading, spelling, and arithmetic disorders. As a consequence, many different denotations exist that try to differentiate between general and specific forms or point out the stability of the learning problem. The term learning disability usually highlights general and long-lasting learning difficulties, often linked to the field of special education. The term learning disorder characterizes learning problems in a specific field that contrast the general aptitude of the person. Apart from the classification in Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) and International Statistical Classification of Diseases and Related Health Problems (ICD-10), there is no universally accepted terminology and the connotations of the technical terms even vary within the same language (e.g., between Great Britain and the United States). There are genetic and neurobiological correlates as well as cognitive, motivational, affective, and socioeconomic determinants of learning difficulties, some of which are more easily modifiable (prior knowledge, motivation) than others (memory span, socioeconomic background). The diagnosis and intervention has to address the individual problems of the affected person. The diagnostic distinction between general and specific learning problems is however subject to substantial criticism. Educational policies vary considerably between different educational systems: While some countries practice segregation of poor performing children and teenagers, there is currently a strong trend toward inclusive education, especially since the UN Convention on the Rights of Persons with Disabilities.
