1.Specific reading disorder Reading achievement below the expected level for a child’s age, education and intelligence with the impairment interfering significantly with academic success or the daily activities that involve reading
⦁ Impaired ability to recognize words, slow and inaccurate reading, poor comprehension
⦁ Omissions, substitutions or distortions of words
⦁ Slow reading rate
⦁ False starts, long hesitations, “loss of place” in the text.
⦁ Reversal of words of sentences or of letters within words
⦁ Inability to recall or draw conclusions from material read.
⦁ Use of general knowledge rather than information gathered to answer questions
⦁ Overactivity and impulsivity, emotional disturbances, conduct symptoms, low self esteem, adjustment problems with peers and school
2.Disorders of written expression
⦁ Poor spelling(specific spelling disorder; mc difficulty)
⦁ Errors in grammar and punctuation
⦁ Poor handwriting
⦁ Specific and significant impairment in the development of spelling skills in the absence of a history of specific reading disorder, and which is not because of a low mental age, visual acuity p Most often phonetic errors.. Eg) fone for phone.
⦁ Reading skills should be in the normal range for diagnosis, can occur along with reading disorder
3.Specific disorders of arithmetical skills Specific impairment in arithmetical performance that is significantly below the level expected on the basis of age, general intelligence and school placement and should not be due to grossly inadequate teaching or due to hearing visual or neurological impairment
4.Nonverbal Learning Disabilities – a neurological disorder which originates in the right hemisphere of the brain, causing problems with visual-spatial, intuitive, organizational, evaluative and holistic processing functions
5.Mixed type-more than one type of LD is present in the same patient.

⦁ High risk for developing other LDs
⦁ ADHD
⦁ Accompany language disorders
⦁ School refusal, failure in doing assignments, attention deficit, conduct symptoms, frustration, depressive symptoms.
Children with learning disability, often have first degree relatives with the disorder

A learning disability can’t be cured or fixed; it is a lifelong issue. With the right support and intervention, however, children with learning disabilities can succeed in school and go on to successful, often distinguished careers later in life. Diagnosed by the poor performance on composing written text(handwriting, spelling, grammatical mistakes, punctuation errors, mixture of wrongly placed capital and small letters, incoherent sentence construction)
A multidisciplinary team comprising of clinician, counselor, clinical psychologist and special educator is required.
The cornerstone of treatment of SpLD is remedial (“special”) education
It should begun early when the child is in primary school.
Behavioral therapy and Pharmacological management only in the presence of comorbidities
Parents can help children with learning disabilities achieve such success by encouraging their strengths, knowing their weaknesses, understanding the educational system, working with professionals and learning about strategies for dealing with specific difficulties.