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Summary Psychology Specific Learning Disorder Study Guide Based on the Diagnostic and Statistical Manual of Mental Disorders Fifth Edition$2.99
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diagnostic and statistical manual of mental disord
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Cebu Normal University
DSM-V
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Specific Learning Disorder
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- Specific learning disorder is a classification of disorders in which a person has difficulty
learning in a typical manner within one of several domains.
- Specific learning disorder is a classification of disorders in which a person has difficulty
learning in a typical manner within one of several domains. Often referred to as learning
disabilities, learning disorders are characterized by inadequate development of specific
academic, language, and speech skills.
Types of learning disorders
1. DYSLEXIA (Impairment in reading)
- A reading disability can affect any part of the reading process, including word
recognition, word decoding, reading speed, prosody (oral reading with expression),
and reading comprehension.
2. DYSGRAPHIA (Impairment in written expression_
- often used as an overarching term for all disorders of written expression. Individuals
with dysgraphia typically show multiple writing-related deficiencies, such as
grammatical and punctuation errors within sentences, poor paragraph organization,
multiple spelling errors, and excessively poor penmanship.
3. DYSCALCULIA (Impairment in mathematics)
- form of math-related disability that involves difficulties with learning math-related
concepts (such as quantity, place value, and time), memorizing math-related facts,
organizing numbers, and understanding how problems are organized on the page.
Dyscalculics are often referred to as having poor “number sense.”
Criteria
● The DSM does not require that a single domain of difficulty (such as as reading,
mathematics, or written expression) be identified—instead, it is a single diagnosis that
describes a collection of potential difficulties with general academic skills, simply including
detailed specifiers for the areas of reading, mathematics, and writing.
● Academic performance must be below average in at least one of these fields, and the
symptoms may also interfere with daily life or work.
● In addition, the learning difficulties cannot be attributed to other sensory, motor,
developmental, or neurological disorders.
Severity
● Mild: Some difficulties learning skills in one or two academic domains, but of mild enough
severity that the individual may be able to compensate or function well when provided with
appropriate accommodations or support services, especially during the school years.
● Moderate: Marked difficulties learning skills in one or more academic domains, so that the
individual is unlikely to become proficient without some intervals of intensive and specialized
teaching during the school years. Some accommodations or supportive services at least part
of the day at school, in the workplace, or at home may be needed to complete activities
accurately and efficiently.
● Severe: Severe difficulties learning skills, affecting several academic domains, so that the
individual is unlikely to learn those skills without ongoing intensive individualized and
specialized teaching for most of the school years. Even with an array of appropriate
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