Specific learning disabilities

D.Y. Patil Education Society Deemed to be University
Dr Devavrat Harshe, M.D.
Assistant Professor, Department Of Psychiatry
DY Patil Medical College, Hospital & Research
Centre
1
Specific Learning
Disabilities
PSYCHIATRY
DEPARTMENT OF
DY Patil Medical College, Hospital & Research Centre
Kolhapur

2
LEARNING OBJECTIVES
DEPARTMENT OF PSYCHIATRY, D Y Patil Medical College, Hospital & Research Centre
D Y Patil Education Society, Deemed to be University. Kolhapur
 Know the distinction between intellectual disability (IQ
related problems) and specific learning disability.
 Understand the clinical features and presentation of
specific learning disability.
 Understand available therapeutic and remedial
alternatives for children with specific learning disability.
After going through this presentation, the reader shall

3
INTRODUCTION TO SPECIFIC
LEARNING DISABILITIES (SpLD’s)
 Observed in 3 to 15% of all children
 It is a neurodevelopmental disability.
 Seen in children of all strata
 Religious
 Social
 Economical
 Ethnicity/race

4
INTRODUCTION TO SPECIFIC
LEARNING DISABILITIES (SpLD’s)
 There is impairment in information processing
 Problems in
 Reading (dyslexia)
 Writing (dysgraphia)
 Arithmatic (dyscalculia)
Read
ComprehendUnderstand

5
SPECIFIC LEARNING DISABILITIES (SpLD’s):
PROBLEM DOMAINS
DYSGRAPHIA
Problems in Writing
DYSLEXIA
Problems in
Reading
DYSCALCULIA
Problems in
Arithmatic
DYSMETRIA
Problems with distance, time and speed
DYSPRAXIA
Problems with fine motor
movements

6
SPECIFIC LEARNING DISABILITIES
(SpLD’s): PROBLEM DOMAINS
DYSLEXIA
Problems in Reading Stuttering while reading.
 Inability to read the entire word at one go. Reads every individual
alphabet and try to form a word.
 Confuse between letters which are mirror images of each other, such as
भ/म, ज/च, b/d, a/g
 Adding or deleting letters/syllables while reading. For eg: schol (school),
hoome (home)
 Pronounciating as per the sound associated with each
alphabet/syllable, school चा उच्चार स्चूल असा करणे
 Ignoring punctuation. Robotic/machine like reading.

7
DYSGRAPHIA
Problems in Writing Very slow writing speed. Can not complete the paper in time.
 Confuse between letters which are mirror images of each other, such as
भ/म, ज/च, b/d, a/g
 Adding or deleting letters/syllables while writing. For eg: schol (school),
hoome (home)
 Writing as per the sound associated with each alphabet/syllable, so
“school” is written as “skool”.
 Ignoring punctuation while writing. Cannot write in straight line or in the
space provided.
 Mistakes and confusion between capital and small letters.

8
DYSCALCULIA
Problems in Arithmatic
 Unable to perform simple arithmetical operations.
 Mistakes in comprehension of simple formulae and symbols, such as
”+” and “=“, or between “+” and “X”
 Mistakes in understanding the concepts of carry-forward during
addition and subtraction.
 Mistakes and confusion between numbers that are mirror images of
each other, such as “6” and “9” or, “३” and ”६”
 Difficulty in mastering the abstract concepts, such as trigonometry,
calculus etc.
 Has problems converting a problem statement into a equation. Makes
mistakes while converting the sum into one effective equation.

9
DYSPRAXIA
Problems in Fine Motor
Movements Problems with fine motor movements
 These movements are performed using the small muscles of hands and
fingers.
 Muscle power, tone and sensations are normal.
 Examples:
 Tying a shoelace
 Buttoning a shirt
 Combing hair
 Eating rice/chapati with hand.
 Finger painting.

10
DYSMETRIA
Problems in Distance,
speed and time
 Problems with the concepts of time, speed and distance
 Confusion between right and left directions.
 Problems in driving, riding a bike.
 Frequent falls and stumbles.
 Problems in playing sports. Problems in catching the incoming ball.

11
(SpLD’s): WHEN TO SUSPECT?
 When a child has normal intellect (normal understanding of the
subject), yet is lagging behind in academic performance.
 When a child performs well in practice/oral exams, but lags behind in
written forms.
 When a child shows significant problems in reading, writing, arithmetic
in one particular subject, despite doing well in other subjects.
 When a child has had normal milestones during development, but still
has problems in tying shoelaces, buttoning shirt or eating with hands at
the age of 7.

12
(SpLD’s): HOW TO DIAGNOSE?
 Suspicion is the most important step in diagnoses.
 Conduct a thorough clinical examination.
 Get a thorough vision and hearing assessment done to rule out any
problems.
 Get a thorough assessment from a pediatrician/neurologist done.
 Get a psychiatric assessment done to rule out depression, intellectual
disability (low IQ) and ADHD.
 Refer the child for a thorough formal SpLD assessment if every
examination mentioned above turns out normal.

13
(SpLD’s): LOOK ALSO FOR:
 Depression
 Poor self esteem:
 Often present due to significant academic decline and poor
acceptance from parents and teachers.
 Peer pressure and comparison with other children.
 ADHD
 Common comorbidity with SpLD.
 Often worsens the presentation and course of SpLD.
 Requires medical intervention.

14
(SpLD’s): MANAGEMENT PRINCIPLES:
 Reassure parents and the child.
 Treat comorbid psychiatric diagnosis.
 Manage self esteem issues and school related problems.
 Start remedial education.
 Start behavior therapy for
 Promoting positive behavior
 Curtailing unwanted behavior.
 Involve school.
 Refer to regional Government Approved Certification Centre.

15
(SpLD’s): GOVERNMENTAL SUPPORT
SCHEMES:
 SpLD’s are included in the Persons With Disabilities Act.
 Therefore, the government has granted certain provisions to integrate
those diagnosed with SpLD’s into the educational mainstream.
 Every state government has passed its own sanctions and provisions so
students can use them in their state SSC and HSC board.

16
(SpLD’s): GOVERNMENTAL SUPPORT
SCHEMES:
 Providing an exam centre near to the candidate’s home, if he/she has
visual disabilities.
 25% more time to write the answers is provided.
 20 grace marks in all subjects, if the candidate fails a subject.
 If the candidate has problems in writing, he/she can appear for the
exam with a professional writer.
 Appearing with standard 7th mathematics or home science instead of
higher mathematics or science.
Some examples of Government Approved Sanctions

17
(SpLD’s): NEED FOR INTERVENTION:
 Child keeps lagging behind despite normal intelligence.
 Loses self esteem and confidence due to academic problems, peer
pressure and frequent comparisons with other children.
 Has problems in higher education due to problems in basic concepts.
 Child starts losing interest in studies and school.
 Child is lablelld as “lazy”, “does not try”, “not interested” and ignored.

18
(SpLD’s): REMEMBER:
 Children with SpLD’s can overcome their disabilities, with timely
diagnosis and management under trained and supervised
professionals.

19
(SpLD’s): EFFECTIVENESS OF
INTERVENTIONS:
3
30
19
7
1
0
0
2
25
23
8
2
0 10 20 30 40
21-30
31-40
41-50
51-60
61-70
71-80
81-90
Before Diagnosis After Diagnosis
Percentage Of Students AndTheir Marks BeforeAnd After Diagnosis
And Management For SpLD’s
Kulkarni et al. Indian J Pediatr 2006;73(9):789-93.

D. Y. PATIL EDUCATION SOCIETY
DEEMED TO BE UNIVERSITY
KOLHAPUR
Department Of Psychaitry
Thank You
20

Specific learning disabilities

More Related Content

What's hot

Similar to Specific learning disabilities

Recently uploaded

Specific learning disabilities

Editor's Notes