SPECIFIC LEARNING DISORDERS

Specific Learning Disorders (SLD) are neurodevelopmental conditions characterised by impairment in at least one of three main areas: reading (Dyslexia), written expression (Dysgraphia), and/or mathematics (Dyscalculia). Current estimates in Western Australia are that at least 20% of students are at risk of not meeting educational expectations due to learning difficulties. Some of these students may have had inadequate instruction, missed school or have another neurodevelopmental condition or physical or sensory deficits. Some of these students will have a specific learning disorder.

Diagnosis of an SLD requires the persistence of symptoms over a period of six months, despite targeted interventions. Academic skills are significantly below those expected when compared to peers of the same age and may also be below that expected by their intellectual functioning.

Students, particularly those with higher intellectual functioning, can at times “fly under the radar” due to using compensation strategies and may not demonstrate difficulties until their individual capacities are pushed to the limit (like during timed tests, tight deadlines, heavy academic loads and so on). SLDs are not intellectual impairments and some students with SLD excel in other areas of achievement.

An SLD diagnosis can also only be given if the difficulties start during school years (even if people don’t experience significant problems until adulthood) and learning difficulties are not due to other conditions such as intellectual disability, vision or hearing problems, a neurological condition, difficulty speaking/understanding the language, or lack of adequate instruction.

SLD symptoms are classified according to the following severity levels:

• Mild – Individuals with mild SLD experience some difficulties with learning in one or two academic domains but are generally still able to function well with support and accommodation services, and may be able to compensate
• Moderate – Individuals with moderate SLD experience significant difficulties with learning requiring some specialised teaching and some accommodations or supportive services
• Severe – Individuals with severe SLD experience severe difficulty with learning, affecting several academic areas and are unlikely to learn without intensive, individualized and specialized intervention for most of the school years.

They may not be able to complete all activities accurately or efficiently even with the provision of appropriate support services across settings.

There is no “cure” for SLD, though it can be successfully managed. Often those with SLD build on their cognitive and academic strengths and tertiary and career opportunities are rarely limited.

Early intervention is incredibly important as intervention can be more effective and children may avoid anxiety, depression and low-self-esteem that can often accompany an undiagnosed SLD.