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In most situations, a learning disability is not readily observable.

Because there are no outward signs of a disability such as a white cane or wheelchair, students with learning disabilities are often overlooked or misunderstood.

Generally speaking, students may be diagnosed with learning disabilities if they are of average or above-average intelligence and there is a significant discrepancy between their academic achievement and their intellectual ability.

In recent years, the number of students diagnosed with disabilities who are attending postsecondary institutions has increased dramatically.

Members of the largest group of students with disabilities have learning disabilities.

Some instructors and administrators suspect that students who claim to have learning disabilities are faking it, are playing the system, or lack the intelligence needed to succeed in college.

Understanding the implications of learning disabilities, preparing to teach students with diverse characteristics, and learning to accommodate students with learning disabilities are essential for faculty and staff to provide academic and career opportunities for these students that are equivalent to those provided to their nondisabled peers.

Psychologists use the results of their assessments to understand how individuals receive, process, integrate, retain, and communicate information.