Vinutha U. Muktamath

By Vinutha U. Muktamath, Priya R. Hegde and Samreen Chand

The chapter “Specific Learning Disability and its Types” is an effort to educate the readers, specially the educators about a developmental disorder that begins by school age, although it may not be recognized until later. It involves on-going problems learning key academic skills, including reading, writing, and math. The chapter makes an attempt to bring about understanding of SLD, brief historical perspective and its classification. The chapter elaborately discusses the seven types of specific learning disability according to Learning Disabilities Association of America. The chapter centers around seven learning disabilities namely, dyslexia, dysgraphia, dyscalculia, auditory processing disorder, language processing disorder, non-verbal learning disabilities, visual perceptual deficit; their causes and symptoms to give a holistic understanding about the disability for the teachers and parents to understand the individual differences.

Part of the book: Learning Disabilities

By Vinutha U. Muktamath, Priya R. Hegde, Ramya Koneru and Rekha Lakashetti

The special education process relies heavily on assessment to ascertain a student’s disability. In order to target the areas of need that call for differentiated or specialized education, teachers can target students’ strengths through an ongoing process of data collection and analysis. In order to properly diagnose Specific Learning Disability (SLD) or Dyslexia, the student’s planning and placement team (PPT), consisting of the parents of the child and trained professionals, must conduct a thorough evaluation process. People who have dyslexia are frequently misdiagnosed or completely overlooked. The assessment of dyslexia presents with difficulties, such as the use of a variety of terms, the inadequacy of current assessment models, and the dependence on phonological awareness as the only linguistic risk factor. This chapter’s goal is to address the difficulties associated with diagnosing and screening for dyslexia in children, including the use of a variety of terms, the use of phonological awareness as the single linguistic risk factor for dyslexia. In an effort to give parents, educators, and researchers a consolidated and comprehensive source of information, the chapter examines the accessibility and usefulness of screening and assessment instruments for the diagnosis and identification of dyslexia in children of various age groups.

Part of the book: Recent Advances in the Study of Dyslexia