Specific Learning Disabilities & Dyslexia

Catherine CC LamChild Assessment Service Hong Kong

What are Specific Learning Disabilities and Dyslexia?

Specific Learning Disabilities & Developmental Dyslexia Specific Learning Disabilities (SLD) is a term that refers to a group of disorders manifested as significant difficulties in the acquisition and use of listening (), speaking () , reading (), writing() or mathematical abilities (), despite access to conventional teaching.

These disorders are intrinsic to the individual and neurobiological in origin, with onset in childhood and extending beyond it. Language processing difficulties distinguish SLD as a group.

SLD is not the direct result of sensory impairment, mental retardation, social and emotional disturbance or environmental influences (e.g. cultural differences or insufficient / inappropriate instruction).

Accompanying weaknesses may be identified in areas of speed of processing (),working memory (), phonological recoding (), fine-grained auditory and/or visual processing (), sequencing (), organization (), and motor coordination ().

Some individuals with SLD have outstanding skills. Some may have skills that are masked by their SLD, while other individuals may have strengths in aspects not affected by their SLD.

Developmental Dyslexia is one of the specific learning disabilities, characterized by difficulties with accurate and fluent word recognition, word reading and writing to dictation or spelling.

Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and further acquisition of knowledge through print.

Unexpected discrepancy exists between learning aptitude and achievement in school in one or more basic subject areas.

It is acknowledged that SLD may co-occur with other developmental disorders. Attention deficit / hyperactivity disorder ADHD (/), with its own different neurological basis, diagnosis and treatment, is not a form of SLD, but may also occur in individuals with SLD.

Facts about SLDGenerally reported prevalence: 5% -15%Hong Kong: 10% - 12% 80% of people with SLD have problems with reading and language

A lifelong condition that often occurs in familiesWith good intervention, dyslexic individuals can compensate well although features remain

Differential Diagnosis SSLDAAttention deficit/ASDMMental delayEEmotional/Environment

Identifying symptomsPreschool (1)delay in talkingdifficulty with rhymes and rhythmdifficulty with remembering rote informationdifficulty in remembering and following directions

Identifying symptomsEarly Primary School (2)difficulty in learning letter /character symbols and their soundsconfusion of similar word parts / lettersunusual reading and dictation / spelling errors

Identifying symptomsEarly Primary Schooldifficulty in remembering spelling and writing of words over time

Identifying symptomsLate Primary School (3) significant difficulty in reading and writingdifficulty in comprehension from textdifficulty in organizing ideas in text writing

Identifying symptomsSecondary School (4) Continuing difficulties in reading and writingdifficulties in notes takingdifficulties in learning second language

Identifying symptomsOther frequent featuresspecial talentsorganizational difficultiesdifficulties in mathematicsdifficulties in handwritingdifficulties in social relations

What are the most important things to do about SLD?

Why is it urgent to help early?

Each year lost will cost 2-3 years to catch up

Learn to read : P1/P2Read to Learn : P3 on

Screening and DiagnosisEvaluation to includenature of the problembasic academic skill levelseligibility for special education services

Screening ToolsPreschool()Primary: (Early Intervention & Identification Checklist eii.edb.hkedcity.net) (The Hong Kong Specific Learning Difficulties Behaviour Checklist for primary school pupils)Secondary: (CLAAS)

InterventionTTraining / TherapyEEvaluationSSupport (child/ family)TTeaching (specific programs)

3 aspects to help a student with SLD

Remediation,Compensation

AccommodationsPrevention

Critical areas to promote in Hong Kong

ParentsAwareness of condition Understanding of childrens specific needsAbility to seek appropriate support

Critical areas to promote in Hong Kong

Special personnel Training for different levels of SEN knowledge and skillsRelated personnel in medical, allied health, psychology, social work etc.

Critical areas to promote in Hong Kong

LegislationPromotion of public awareness of legal obligations and rights related to special education and SLD

Critical areas to promote in Hong Kong

Official policiesSystem and central support and monitoring in identification, assessment, remediation and accommodations

Critical areas to promote in Hong KongInvolvement of the wider communityNon-government organizations Private organizationsAvailability of related personnel