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This article explores the possible causes for students with learning disabilities being deemed “lazy,” and identifies potential positive approached that may help students meet their academic goals. The article utilizes a hypothetical situation to show the contrasting opinions that people often have concerning the effects that a learning disability has on a student’s academic progress. We argue that when looking at the criteria to make a diagnosis of LD, the student’s academic shortcomings are not due to laziness, but are evidence of a learning disability. This article also explores specific characteristics that are common for these students and shows how these characteristics can be misconstrued as a lack of effort on the student’s part.
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