What are the Specific Learning Disorders?

Main clinical features

Specific Learning Disorders encompass specific language and learning disorders, where difficulties persist despite appropriate instruction and intelligence within the average range. The main categories are:

• Dyslexia: persistent difficulties with recognition of written words, reading accuracy or fluency;

• Dysorthographia: persistent spelling or transcription errors;

• Dysgraphia: slow, poorly legible, or painful handwriting linked to altered fine motor skills;

• Dyspraxia / Developmental Coordination Disorder (DCD): difficulties planning and automating motor actions;

• Developmental Language Disorder (DLD) / (formerly) dysphasia: persistent impairment of oral language development affecting comprehension, expression, or both.

These disorders may occur alone or together; their intensity varies across individuals and across school or workplace contexts (DSM-5, ICD-11).

Diagnosis

Diagnosis relies on multidisciplinary clinical assessment, generally involving a speech-language therapist, neuropsychologist, psychologist, and/or specialist physician (neuropediatrician, child psychiatrist).

Assessment uses standardized tests of cognitive and academic skills, clinical observations, and analysis of functional impact in school, work, or daily activities.

After the diagnosis

A Specific Learning Disorders diagnosis aims to better understand the cognitive profile and specific needs, to implement effective adaptation strategies.

Care relies on specialized therapies (speech-language therapy, psychomotricity, occupational therapy, orthoptics, depending on the identified disorder), psychoeducation to understand the condition and develop compensatory strategies, and school/work accommodations tailored to functional impact - independently of administrative recognition.

When the disorder substantially impacts daily life, disability recognition may be requested to access additional human, material, or organizational supports.

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