Children with Specific Learning Disabilities: Identification, Assessment and Guidelines for Teachers and Parents

According to the latest definition presented by American Psychiatric Association within the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) published may 2013, a specific learning disabilities characterized as a neurodevelopmental disorder that affects individual learning. In this edition, the term “learning disability” was changed to the “specific learning disability” (SLD). Current approaches to the identification of learning disabilities are in transition. Indeed, this topic covers curriculum-based measurement (CBM), alternative research-based method, IQ- achievement discrepancy model and the response-to-intervention (RTI) approach. Because of delayed detection, the IQ-achievement discrepancy criteria are labeled as the waiting-for-failure model, excluded from the study and replaced by the RTI procedure. The identification process of students with SLD includes determination, referral, assessment and eligibility for special education. The study concludes with some guidelines for teachers and parents. However, identification approaches and stages, as well as recommendations for teachers and parents need to be paid particular attention.