What to Look Out
For?
Identification of Specific Learning
Disability (SLD) in School Children
SHRUTHI P S
CLINICAL PSYCHOLOGIST
[Link] (NIMHANS), [Link]
DEPARTMENT OF CLINICAL PSYCHOLOGY
ALL INDIA INSTUTITE OF SPEECH AND HEARING
MYSURU
Learning Disability Or Learning
Difficulty?
• Disability is a physical or mental condition that limits a person’s
functioning
• Difficulty refers to minor hindrance in the person’s functioning
WHAT IS SLD?
• Definition: A persistent difficulty in learning and using specific academic skills despite normal
intelligence, adequate schooling, and opportunity to learn.
• Have a neurodevelopmental basis
• It is a life-long condition, with the specific impairments exhibiting different manifestations
during the lifetime of the individual
• These are also called “Hidden Disabilities” as they are not easily
recognized. This happens because their IQ is usually average or
above average and seem normal as their peers
Not caused by
• Intellectual disability, sensory deficitsneurological or motor disorder or serious emotional
disturbance
• insufficient instruction, cultural or language differences or poor motivation
• Although they influence the severity and impact of LD
PREVELANCE
• Prevalence: 5–17% of school children in India
• This means for every 100 school children, between 5 and 17 have
some form of Specific Learning Disability (SLD).
• In practical terms, in a class of 40 students, you might expect 2–7
children to have SLD.
• More common in boys
• This doesn’t mean girls have fewer learning difficulties — they are
often just less likely to be formally diagnosed. (Behavioral visibility
and Under-identification in girls)
TYPES
• Reading (Dyslexia) – difficulty with word recognition, decoding, comprehension.
• Writing (Dysgraphia) – difficulty with spelling, handwriting, and written expression.
• Mathematics (Dyscalculia) – difficulty with number sense, calculations, and math reasoning
Dyslexia (Reading Disorder)
• affects a child’s ability to read and comprehend text. Children
with dyslexia may struggle to:
• Recognize and decode words accurately.
• Understand the meaning of written text.
• Spell words correctly.
• Read fluently and quickly.
Common signs
• Difficulty identifying letters, sounds,
or words.
• Confusing similar-looking letters
(e.g., b, d, p).
• Trouble following along with stories
or understanding sequences of
events.
How to Help:
• Multisensory Instruction: Use teaching strategies that engage multiple
senses, such as visual, auditory, and kinesthetic learning techniques.
• Phonics-Based Programs: Structured literacy programs that focus on
phonemic awareness, word recognition, and fluency are highly
effective.
• Reading Support Tools: Assistive technology like audiobooks, text-to-
speech software, and reading guides can help children with dyslexia
succeed in school.
Dysgraphia (Writing Disorder)
• impacts a child’s ability to write coherently and legibly. It affects not
only handwriting but also spelling, sentence structure, and
composition.
Common signs of dysgraphia include:
• Poor handwriting with inconsistent spacing and letter size
• Difficulty organizing thoughts into written form.
• Frequent spelling mistakes and punctuation errors.
• Holding a pencil awkwardly or tiring quickly when writing
How to Help:
• Fine Motor Skill Development: Encourage activities that strengthen
fine motor skills, such as cutting with scissors or playing with
modeling clay.
• Typing Skills: Learning to type can help children bypass handwriting
difficulties and improve written communication.
• Graphic Organizers: Using visual aids to organize ideas before writing
can support children in structuring essays and assignments.
Dyscalculia (Math Disorder)
• affects a child’s ability to understand and work with numbers. This disorder
makes it difficult to grasp mathematical concepts, perform calculations, and
apply math to everyday life.
Common signs of dyscalculia include:
• Struggling to understand the relationship between numbers and quantities.
• Difficulty with basic math operations (addition, subtraction, multiplication,
division).
• Problems with number recognition or sequencing.
• Avoiding math-related tasks due to frustration or confusion.
How to Help:
• Visual Aids: Using manipulatives like counters, blocks, or number lines
can help children better understand abstract math concepts.
• Math Games: Engage children in fun, interactive math games that
reinforce basic skills and boost confidence.
• Repetition and Practice: Regular, short practice sessions that break
down complex tasks into smaller, manageable steps can aid in
mastering math skills.
Dyspraxia
• Struggle with organization or controlling movement, therefore may
appear clumsy
• Impacts the planning and execution of a child’s daily life tasks so that
they do not exactly match up to the level appropriate for their age
Is dyspraxia a learning difficulty?
• motor skills difficulty that can also affect academic success – as it affects
the planning and coordination of muscles, including those of the hand.
Common signs “
• As gripping the pen or pencil is painful- writing may contain more spelling
errors and less text
• Verbal dyspraxia/ apraxia of speech, the muscles of the face, mouth and
throat are affected
• Appear Clumsy
• Have trouble using a paintbrush in art class,
• Trouble performing coordinated movements in sports
The Critical Role of Teachers in Early
Identification
Teachers as Key Observers
• Teachers are uniquely positioned to observe patterns of academic
performance and learning behaviors over time.
• Daily interactions allow teachers to detect subtle but persistent
learning difficulties that may not be evident to parents or through
occasional assessments.
Importance of Early Identification
• Enhances Intervention Outcomes: Early recognition allows timely
referral for assessment and implementation of targeted interventions,
significantly improving the likelihood of academic progress.
• Prevents Secondary Complications: Timely support reduces the risk
of developing emotional distress, low self-esteem, anxiety, or
behavioral problems that often arise from repeated academic failure.
• Avoids Mislabeling: Accurate identification helps prevent children
from being incorrectly perceived as unmotivated, inattentive, or
defiant, which can harm self-confidence and teacher–student
relationships.
Legal and Ethical Responsibilities
• Compliance with the RPWD Act (2016): The Rights of Persons with
Disabilities Act formally recognizes Specific Learning Disability as a
benchmark disability, mandating appropriate educational
accommodations and support.
• Educational Equity: Teachers play a critical role in ensuring that all
students, regardless of their learning differences, have equitable
access to the curriculum and opportunities to succeed.
RPD Act guidelines for assessment
• 22. Specific Learning Disability (SLD):
• 22.1. Definition
• 22.2. Screening:
• (i) The teachers carry out the screening in Class III or at eight years of age (≥
3 frequent issues)
• (ii) Teacher should bring it to the notice of principal and screening committee
of the school; and involve and motivate parents regarding their child’s
education and therefore in further assessment.
• (iii) The child shall be referred to pediatrician for SLD assessment by the
principal of the school with the recommendations of the screening
committee.
• 22.3. Diagnosis: The diagnosis will require a team approach involving a pediatrician
and clinical or rehabilitation psychologist. This would involve three steps:
• Step 1- Assessment of paediatrician: For detailed neurological examination including
vision and hearing assessment.
• Step 2: IQ Assessment: Child/ clinical psychologist will do the IQ assessment using
MISIC or WISCIII. If the IQ is determined to be >85, then step 3 will be applied.
• Step 3- SLD Assessment: This would involve application of specific psychometric tests
for diagnosing SLD and giving it a severity scale.
• 22.4. Diagnostic Tool : National Institute for Mental Health and Neurosciences
(NIMHANS) battery shall be applied for diagnostic test for SLD.