Specific Learning

Disorders (SLD)
DR [Link]
"This is MEERA, a bright and curious 8-year-old. She loves stories and
has a vivid imagination, but when she sits down to read or write, the
letters on the page seem to shift, jumble, or even dance around.
Reading is slow, spelling is tricky, and numbers in math often feel like
a confusing maze. Despite her hard work, teachers and parents
sometimes misunderstand her abilities.
Q. “If you were her teacher, what would you notice first? How would
you support her?”
We are parents of a Meera who studies in Grade 4th. Recently, her
school teacher called us and told that she is generally a bright
child but they expressed their concern about our child’s progress
in studies. They complained that our child is slow in learning at
school. They told that our child may have a learning disability.
We are very worried. Can you please explain us, what is “specific
learning disability”?
Q. “If you were her family doctor, How would you support her?”
• What is SLD ?
• Types?
• Why do you think this makes reading/writing/maths hard?”
• Where is the problem?
• What Happens in the Brain?

• How Common is SLD?

• Why do we study SLD?

• How do we Identify SLD?
• What could happen if these children are not supported?
• Supporting Students with SLD
• Opportunities Beyond Academic Struggles
What is SLD ?

• Specific learning disorders (SLDs) are neurodevelopmental conditions,

typically diagnosed in early school-aged children, although may not
be recognized until adulthood.
• Characterized by impairment in at least one of three major areas:
reading, written expression, and/or math.
• SLD –is a potentially disabling condition that interferes with
adaptation at school and in society.
Why do we study SLD?

• They occur in 1.6-15% of Indian children and have profound academic

and psychosocial consequences.

• 26% of the Indian population is below 14 yrs

• Approximately 30 crore is 0-14 yrs of age
• 1 to 3 crore population has SLD
Specific learning disabilities-
RPWD Act 2016
• “Specific learning disabilities” means a heterogenous group of
conditions wherein there is a deficit in processing language ,spoken or
written, that may manifest itself as a difficulty to comprehend, speak,
read, write, spell, or to do mathematical calculations and includes
such conditions as perceptual disabilities, dyslexia, dysgraphia,
dyscalculia, dyspraxia and developmental aphasia.
Why do we study SLD?

• Specific Learning Disorders (SLDs) are are neurodevelopmental

conditions that significantly impact a child's ability to read, write, or
perform mathematical tasks.
• ​These difficulties can lead to academic struggles, psychosocial
consequences, and challenges in daily life. ​
• Children must learn to read by standard 2, so they can read to learn from
standard 3 onward.
• Scientific evidence shows that retaining children in the same grade
does not improve academic performance, emphasizing the need for
targeted support rather than punitive measures. ​
• Early identification and intervention are crucial to help children overcome
these challenges and achieve their potential
• Do not wait for children to fail!
Types? Verbal SLDs (most
common):
• Verbal SLDs (most common):
• Dyslexia –
• Dysgraphia –
• Dyscalculia –
• Nonverbal Learning Disabilities:
• Problems with visual cues
Verbal SLDs (most
common): Dyslexia

Dyslexia – Difficulty with

reading and language-based
processing.
Key problems:
 Word reading accuracy
 Reading fluency (speed +
accuracy)
 Reading comprehension
Verbal SLDs
(most
common):
Dysgraphia

Dysgraphia – Difficulty in
writing & fine motor skills
Key problems:
 Spelling accuracy
Grammar &
punctuation
Clarity & organization
of written expression
Verbal SLDs
(most
common):

Dysgraphia – Difficulty in
writing & fine motor skills
Key problems:
 Spelling accuracy
Grammar &
punctuation
Clarity & organization
of written expression
Verbal SLDs
(most
common):
Dyscalculia

Dyscalculia –
Difficulty with
numbers &
mathematics
Key problems:
 Number sense
Memorization of
arithmetic facts
 Accurate
calculation
 math reasoning
• Nonverbal Learning Disabilities:
• Problems with visual cues (facial expressions, body language)
• Poor visual-spatial & organizational skills
• Difficulty with coordination & visual understanding
What Happens in the Brain?
How to identify? Key Signs &
Symptoms (Be Vigilant!)
The Role of the Clinical Psychologist in
Diagnosis

Diagnosis & Assessment

- Standardized Testing: Administers tests for:

- IQ (to confirm average/above-average intelligence)
- Psychoeducational Profile: Identifying patterns in
reading, writing, math, and processing
(auditory/visual).
- Behavioral/Emotional Screening if "red flags" were
noted by the pediatrician.
- Output: Creates a detailed assessment report for the
pediatrician.
Assessment
Comorbid conditions
Diagnosis
Late Identification is Common
- Diagnosed after poor academic performance raises
concerns.
- Children often have normal IQ but struggle in a
narrow range of skills, making early identification
difficult.
- Diagnosis occurs due to:
1. Below-average school performance
2. Secondary psychological effects (e.g., anxiety, low
self-esteem)
Diagnosis
Other causes of poor school
performance
• Neurological diseases with low IQ and developmental delay.
• Non neurological diseases including heart diseases, recurrent pneumonias,
and poor nutrition.
• Vision and hearing problems.
• Neurodevelopmental issues: Attention deficit hyperactivity disorder
(ADHD),autism.
• Poor schooling, school absenteeism, bullying, and over pampering.
• Environmental issues such as too much noise, television, and other social
media usage.
• Emotional problems such as sexual abuse, neglect, and parental problems.
Role of Pediatricians
The Role of the Pediatrician in
Referral
Coordinating the Intervention Team
- Reviews the psychologist's report and makes referrals
based on the needs identified.
Referrals may include:
- Counseling: For the child and/or parents.
- Remedial Educator: For targeted academic
assistance.
- Occupational Therapist (OT): For issues like fine
motor skills, coordination, sitting tolerance, and
attention span.
- Speech therapiest:
Intervention
Special Educator's Focus
• Individualized Remedial Programs
•- Delivery: Direct one-on-one or small group teaching (preferred).
•- Curriculum: Tailored to the child's learning ability and current achievement level (not grade level).
•- Goal: Help the child internalize and understand required academic skills.

•- Key Strategies:
•- Reading: Phonemic awareness, word recognition, letter sound knowledge.
•- Writing: Fine motor exercises (clay/beads), group essay writing.
•- Math: Concept explanation, repeated practice,.
Role of Speech Therapist in SLD

[Link] Identification: Finds problems in reading, writing, or understanding.

[Link] Support: Improves understanding, speaking, and vocabulary.
[Link] Skills: Trains sound–letter link, reading fluency, and spelling.
[Link] Skills: Helps in grammar, sentence formation, and comprehension.
[Link] Skills: Builds social communication and conversation ability.
[Link] Work: Works with teachers, parents, and other professionals.
[Link] Guidance: Gives home practice and learning tips.
[Link] Check: Monitors and updates therapy regularly.
• Speech therapists help children communicate and learn better — the key to success in
SLD
Role of Occupational Therapist (OT)
in SLD

•Fine Motor Skills: Handwriting, grip, •Attention & Concentration: Structured

coordination ✏️ games 🎯
•Visual-Motor Integration: Copying •Self-Care Skills: Dressing, eating
shapes, puzzles 🧩 •Academic Support: Ergonomic seating,
•Sensory Processing: Touch, sound,
assistive tools 📚
movement ⚡
Parental Role
The Essential Home Partner

- Active Involvement: Learn the

remedial action plans and implement
them at home.

- Alternative Methods: Choose and try

alternative methods to build new skills.
Monitoring and Adjustment
Tracking Progress and Next Steps

- Parents Must Monitor: Ensure child's

progress matches the planned goals
(reading, writing, math, confidence, self-
esteem).

- If Progress is Stalled: Re-consideration

of methods and plan is needed by the
Remedial Educator, Pediatrician, and
Psychologist.
School and Home Adjustments
Managing the Learning Environment

- Language Medium: Can be changed to

the mother tongue or child's preference,
as children learn easier when exposed to
a single language initially.
- Foreign Languages: May be avoided at
home. Various provision types are
available.
- Subject Choice: For older students
(e.g., those with dyscalculia), they may
omit Mathematics and choose another
subject.
Exam Accommodations

Fair Testing Practices

- Time: Provision for extra time to write examinations.

- Assistance: Use of a scribe for written exams or a

reader for oral exams.

- Tools: Use of a calculator or other appropriate tools.

- Guidance: Teachers may advise on subject choices

based on aptitude (e.g., accounting, literature).
Long-Term Outlook
Growth and Monitoring

- SLD is Lifelong: Children do not grow out of SLD.

- Skills Improvement: Early and timely therapies

enable children to improve reading, writing, and
math abilities.

- Critical Factor: Continuous monitoring with the

pediatrician is very important.
Take-Home Message: SLD

[Link] identification matters for better

outcomes.
2. Multidisciplinary support is key: teachers,
parents, psychologists, and speech therapists.
[Link] child can succeed with proper
interventions and encouragement.
[Link] in therapy and home support
ensures lasting progress.
5. Focus on strengths using multiple
intelligences to build confidence

“SLD is not a barrier to success — it is a

challenge we can overcome with
understanding, support, and perseverance.”