Thomas John1, Anoop Vincent2, Ullatil Vivek3
1Thomas Guidance Clinic Kochi, India, drthomasjohn@gmail.com, 2Dept of Psychiatry SN medical College Ernakulam Dist, 3Renai medicity hospital, Cochin, India,
E-mails: anoop.vincent@yahoo.co.in/vivekullatil@gmail.com
Keywords: SLD, assessment, certification, grade level
Background: The concept of Specific Learning Disability(SLD), popularly known as LD/Dyslexia was introduced to help a group of children who are consistently poor in academics yet are not mentally retarded. The causes and the difficulties of SLD are different. Most of them can be helped to a great extend with early intervention and individualized remedial education. Still a few students need help in the examinations. SLD is not a disability under disability act, hence its certification need not be certified in disability boards in percentge. There is a lot of confusion, criticism and misuse of SLD certificates in many states.
‘Specific Learning Disability’ refers to a heterogeneous group of conditions wherein there is a deficit in processing language, spoken or written, that may manifest itself as a difficulty to comprehend, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, dyslexia, dysgraphia, dyscalculia, dyspraxia and developmental aphasia (PWD Bill 2012).
Based on DSM5 the presenters discuss a clinician oriented dimensional approach for SLD assessment and certification.
IQ-Achievement discrepancy mentioned for LD in DSM-IV is removed from DSM-5. Hence IQ assessment is not a mandatory in SLD assessment. The four diagnostic criteria of SLD (A to D) are to be met based on a clinical synthesis of individual’s history, school reports and psycho educational assessment (DSM-5 p67). The most reliable Psycho Educational Assessment is Grade level Assessment.
Grade level Assessment: Grade level assessment consists of tests to detect the actual grade (standard/class) of the candidate in individual subject irrespective of his/her present standard of study. All students are given promotion till 10th grade. So the academically weak students of grade 10th are at different low levels for different subjects.
Even though the cause is defect in any one or more of the six core academic skills viz, reading skill, reading comprehension, written expression, spelling, arithmetic calculation and arithmetic reasoning the effect is poor performance and consistent failure in any one or more of academic subjects. Difficulties mastering key academic skills may also impede learning in other academic skills (DSM5 p68).
Steps in SLD Assessment: Select the candidates who are more than two grades lower than the actual grade in individual subject (by school authorities).
Assessment of 6 academic skills (by school authorities/special educators/mental health professionals) which are, reading skill and reading comprehension (Dyslexia), written expression and spelling (Dysgraphia) arithmetic calculation and arithmetic reasoning (Dysalculia).
Significant impairment in any one or more of these skills can be taken as a positive sign.
Mental State Examination, assessment of other conditions like motor coordination (dyspraxia) and physical examination by respective professionals. Any long standing mental illness like depression, mania, ocd etc, and other disabilities like autism, mental retardation can cause scholastic backwardness and such cases can be included under respective disability which are better accounted.
IQ, Adaptive behavior assessment if only mental retardation is clinically suspected.
Quantification of Disability in Percentage Based on Grade Level Assessments: Since other types of disabilities are assessed and quantified in percentage of disability with respect to normal, government authorities including judiciary have started insisting for a quantification of SLD in percentage for considering child with SLD to sanction academic provisions. Since the problems related to SLD are only in the academic domains, it is not easy to quantify SLD in percentage like other disabilities notified under existing Acts. Moreover there is enough scope to suggest SLD for a student and take advantage of it in getting examination concessions. Without being aware about these facts government authorities including judiciary are insisting for a quantification of SLD in percentage in many parts of our country. So, in future, for meeting the demands of these government officials we will have to use a scale for quantifying SLD in percentage mainly based on clinical assessment rather than psychometrically Oriented approach. Validation and pilot study of such a scale is conducted by the presenters.
Just like quantification of Mental Retardation based on three domains (IQ reports, Adaptive Behavior skills and Clinical assessment), SLD can be quantified based on three domains Grade level assessment report from the school, Adaptive behavior pertaining to academics and Clinical assessment.
Percentage of Disability (SLD) = (100-GQ) + (1 to 10 points): GQ (Grade Quotient) is calculated as Assessed grade/Apparent Grade x 100. Assessed grade of a subject means the actual grade of a student in that subject with average performance without any assistance. Apparent grade means the grade on which the student is studying at present. Maximum of 10 points can be added or subtracted [ + ] by the clinician for clinical evaluation and adaptive skills specific to academics (Areas to be considered are reading accuracy, fluency, comprehension, spelling, grammar, punctuation errors, written expression, arithmetic calculation, reasoning, age, borderline intelligence, memory, attention deficit, obsessive traits, phobia and other neurotic traits, which do not account for a separate disability but definitely interfere with the academics). Each item is divided into nil, insignificant, mild, moderate and severe.