A child who has a learning disability is indeed not to be presumed unintelligent. The uses of IQ tests have shown that there is no apparent and conclusive proof of a learning disability hindering intelligence. These individuals that are afflicted with a limitation in the learning process, can and most often do lead a productive and healthy lifestyle. To assume someone is not intelligent is the true hindrance itself.

Anyone who has some form of learning disability is generally segregated to specific learning disability classes, where their fine motor skills, reading, writing, and language are worked on in a more controlled and less obtrusive space. This is by no means intended to separate them from the rest of society, deeming them incompetent or mentally handicapped, rather it keeps them from feeling the pressure placed on them for their peers. Of the IQ tests issued to persons with LD or learning disabilities, the conclusion is clear. The scores of these individuals do not in any way relate their disorder with a lower IQ. Where the scores indicate average to sometimes even above average IQ scores shows the specialists the truth of the disorder. It has nothing to do with LD. The disorder itself can indeed slow the process of learning– what the rest of the classmates are picking up, yet does not imply that they will not pick up the lesson at all. It is merely a stall in the processing of what they are viewing, or hearing. When you take a group of students without any noticeable traits of a learning disability, and give them all the same level of IQ testing, the outcome can be startling. Where some will fair average, others will do quite well. Is this to imply that the people whom faired average have learning disabilities as well?

It is a resounding no from professionals that view test scores of students on a daily basis. It is impossible to assume that a low score is the direct result of a students learning problem. Some ask why even give the individual with LD a test at all then, if this is not a good measure? This is to dismiss the reports and assumption that a learning disability is in any way a direct result of low IQ. Many times the concern is the placement of a child with a learning disability to a specific class. This ends up costing the state money when they have to fund a program that is catered to assisted learning and development. Sad as it may seem, most schools are not truly equipped to deal with several children with a disorder. Having to designate an entire classroom, plus the manpower to keep children with this disorder separate from other students is a costly matter. Many times, the student will have a difficulty settling down in class. Perhaps they have a hard time with absorbing what is coming in as far as information. It may be that their disorder makes it hard for them to concentrate while there are other things going on in the class. None of which is an indication that these people are of a low intelligence.

In all honesty, unless requested by the parents, an IQ test is really not necessary for the student. It may even be difficult for the student to complete the test to begin with. Why even bother test them? When it really comes down to it the individual with the disorder is not stupid, they already know they are going to have a difficult time with the test, this is pretty much an insult to the intelligence they do have. A low IQ score could be an indication of a secondary effect of another condition such as a form of mental retardation. There is not a single note in any medical journals indicating the relation of a learning disability with true mental retardation. The two disorders are completely different, albeit the fact that learning problems are an issue. For obvious reason they are in different categories. Someone with even a mild case of mental retardation will display traits of low IQ, this cannot be said of someone with a learning disorder, unless they have similar symptoms as a person afflicted with M.R, this of course should indeed be reviewed by a professional in the appropriate field.

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