Specific Learning Disorders (i.e., dyslexia, dyscalculia, dysgraphia)

Specific Learning Disorders (SLD) can be understood as persistent difficulties learning and using key academic skills, despite the provision of at least 6 months of high quality and individualised intervention targeting these difficulties. Specific Learning Disorders are categorised as a neurodevelopmental disorder as it is lifelong, and onset begins in childhood.

When identified early, and provided with appropriate support and reasonable adjustments, many individuals with Specific Learning Disorders are able to thrive.

There are three common types of Specific Learning Disorders that are more commonly referred to as dyslexia, dyscalculia, and dysgraphia which relate to difficulty with aspects of reading, mathematics and writing, respectively.

Dyslexia

Dyslexia is a common language-based specific learning disorder that affects reading and spelling. Individuals with dyslexia often struggle with phonological processing, which is the ability to hear and manipulate sounds in words. This makes recognising and decoding words challenging. Individuals with dyslexia may read slowly and mechanically, and this often has a negative flow-on effect to comprehending what is read. Spelling difficulties are also common in dyslexia.

Individuals with dyslexia may exhibit persistent difficulties in reading, including slow and inaccurate reading, as well as challenges in understanding written text.

If any or several of the following apply to your child, it may be worthwhile considering an assessment for Specific Learning Disorder (e.g., dyslexia).

Are you, or your child’s teacher, concerned about your child’s ability to read or spell?
Has your child received extra literacy support in school or at home and not made the expected progress?
Is there a family history of learning difficulties, and / or reading and spelling difficulties?

Does your child:

Struggle to recall letter sounds, sound out words, and read words they have seen many times before? Do they continue to ‘sound out’ words they ‘should’ be familiar with? Is their reading slow and effortful?
Struggle to comprehend what they read?
Rely on ‘guessing’ or remembering rather than actually ‘reading’ the words?
Try to avoid doing their reading or writing homework?
Confuse sounds when trying to spell words, and forget how to spell familiar words?
Find it far easier to express themselves verbally than in writing?
Express their frustration around reading and / or spelling?
Compare their performance or abilities (unfavourably) to that of their peers?
Have uneven learning achievement (for example, perform at grade expectation in maths, and poorly in reading)?
Display well-developed abilities in other areas (for example, reasoning, expressing themselves verbally, socialising with peers, or understanding what they hear), and their struggle to read or spell just does not ‘make sense’?

Dysgraphia

Dysgraphia is a specific learning disorder characterised by difficulties in spelling, grammar and punctuation, and organising thoughts on paper. Difficulties with speed and/or legibility of handwriting may also be present. Individuals with dysgraphia may struggle with forming letters, spacing, writing within margins, and writing coherently, and they are likely to find it challenging to express themselves through written communication. (Note: This learning disorder is different from difficulty writing due to fine motor skills).

Dysgraphia may be indicated by messy or inconsistent handwriting, difficulties with spelling, inaccurate or missing punctuation, and challenges in organising thoughts coherently in written form.

Dyscalculia

Dyscalculia is a specific learning disorder involving difficulties with mathematical concepts, making it challenging for individuals to understand and manipulate numbers. It can affect tasks such as arithmetic, problem-solving, and understanding mathematical symbols. It impedes an individual’s ability to comprehend mathematical symbols, perform calculations and solve mathematical problems.

Students with dyscalculia may be able to arrive at the correct answer for a math problem, but they do so slowly compared to their peers, often using immature math strategies for their age (e.g., finger counting, repeated addition).

Dyscalculia can manifest as difficulties in understanding basic mathematical concepts, poor memory for maths facts, and challenges in solving mathematical problems.

Specific Learning Disorders (e.g., Dyslexia, Dyscalculia)– $2070

Includes:

Collection and review of information outlined by the DSM-V-TR criteria (e.g. parent and teacher questionnaires)
Detailed developmental history (including previous assessments and academic reports)
Cognitive assessment- WISC-V (for children aged 6 to 16 years, 11 moths) or WPPSI-IV (children aged 3- 7 years, 7 months)
Educational Assessment- WIAT-III (reading, writing, spelling, maths and oral language- ages 4+ years)
Assessment of attention, emotional presentation/behaviour and executive functioning, if clinical indicated.
Comprehensive written report outlining cognitive ability, academic strengths, learning needs, and recommendations for school and home
1 x online feedback session (Telehealth) with parent/client to discuss results and next steps

Rebates:

Medicare does not provide rebates for this service.

Please note: a prerequisite of Specific learning Disorder is to have at least 6 months of intensive, targeted intervention in the area of concern.

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