What is Specific Learning Disability (SpeLD) according to DSM-5?
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DSM-5 considers SpeLD to be a type of Neurodevelopmental Disorder that impedes the ability to learn or use specific academic skills (e.g., reading, writing, or arithmetic), which are the foundation for other academic learning.
The learning difficulties are ‘unexpected’ in that other aspects of development seem to be fine.
Early signs of learning difficulties may appear in the preschool years (e.g., difficulty learning names of letters or counting objects), but they can only be diagnosed reliably after starting formal education.
SpeLD is understood to be a cross-cultural and chronic condition that typically persists into adulthood, albeit with cultural differences and developmental changes in the way the learning difficulties manifest. For example, in English-speaking countries, children struggle to learn the correspondence between letters and sounds in order to decode single words accurately, whereas adults may have mastered basic decoding skills but read slowly and with effort. By contrast, in countries with a non-alphabetic language or in which the correspondence between speech sounds of one’s language and the letters used to represent those sounds is much simpler than in English, children with SpeLD (e.g., dyslexia) master letter-sound correspondence quickly, and both children and adults with SLD struggle with reading fluency.
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DSM-5 considers SpeLD to be a type of Neurodevelopmental Disorder that impedes the ability to learn or use specific academic skills (e.g., reading, writing, or arithmetic), which are the foundation for other academic learning.
The learning difficulties are ‘unexpected’ in that other aspects of development seem to be fine.
Early signs of learning difficulties may appear in the preschool years (e.g., difficulty learning names of letters or counting objects), but they can only be diagnosed reliably after starting formal education.
SpeLD is understood to be a cross-cultural and chronic condition that typically persists into adulthood, albeit with cultural differences and developmental changes in the way the learning difficulties manifest. For example, in English-speaking countries, children struggle to learn the correspondence between letters and sounds in order to decode single words accurately, whereas adults may have mastered basic decoding skills but read slowly and with effort. By contrast, in countries with a non-alphabetic language or in which the correspondence between speech sounds of one’s language and the letters used to represent those sounds is much simpler than in English, children with SpeLD (e.g., dyslexia) master letter-sound correspondence quickly, and both children and adults with SLD struggle with reading fluency.
SpeLD is a clinical diagnosis that is not necessarily synonymous with ‘learning disabilities’ as identified within the education system: that is, not all children with learning disabilities/difficulties identified by the school system would meet a DSM-5 clinical diagnosis of SLD. By contrast, those with a DSM-5 diagnosis of SLD would be expected to meet the educational definition.
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