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When considering possible preventions for learning disabilities, there are two important definitions to keep in mind. In the federal law, Individual with Education Act (IDEA), learning disabilities "means a disorder in one or more of the basic psychological processes involved in understanding or in using language spoken or written" (Heward, 242). This manifests in problems with listening, thinking, reading, writing, speaking, spelling, or doing math. It is a psychological process. It includes perceptual disabilities, brain injury, dyslexia, and development aphasia. It does not include leaning problems that are primarily a result of environmental, cultural or economic disadvantage. Learning disabilities occur within children who have average or above average intelligence, but who have a basic psychological problem in understanding or using language.

Many who believe prevention is possible have a misunderstanding of learning disabilities. Some believe learning disabilities can be caused by environmental disadvantage, or the way the child was raised. While environmental factors can contribute, they cannot be a primary cause. If they are, it is not considered a learning disability within the IDEA definition.

The cause of a child having learning disabilities is often unknown. Some believe that most children with this disability have brain damage or dysfunction. Some studies with magnetic resonance imaging (MRI) technology have shown differences in brain activity with individuals who have reading and language difficulties and individuals who do not have any difficulty (Heward, 258). But not all children with learning disabilities display these differences, so other causes must be considered.

Other researchers believe that heredity has a lot to do with learning disabilities. Siblings and children of those who have language and reading problems have a higher likelihood of having reading problems (Heward, 259).

Although environmental causes are never the primary cause of learning disabilities, they certainly have a great impact on the achievement levels of children who have learning disabilities. Poor living conditions early in a child's life and poor instruction later has caused serious problems for children. In fact, many children who have been labeled with "learning disabilities" do not actually have any disability. They have instead been seriously mistaught (Heward, 260).

Because of these factors, prevention is difficult. Proper instruction, however; is not only possible,

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