Specific learning difficulties
Children of normal intelligence who
have not learned to read despite exposure to adequate instruction:
•
Aetiology
uncertain; often family history, M:F 4–8:1.
•
Cognitive
processes involved include decoding (converting letter strings into sound
sequences), encoding (spelling), and linguistic comprehension.
•
Diagnosis
is educational but a child may have language difficulties and/ or co-ordination
difficulties.
•
If
severe, can lead to low self-esteem and school refusal.
•
Dyslexia
support societies (national and local) are often helpful.
•
Specialist
advice and support required from education.
•
Paediatrician’s
role is limited to consider the diagnosis and exclude other conditions.
A specific learning disability
affecting the acquisition of arithmetic skills. Less commonly recognized than
dyslexia. Can co-exist with writing dif-ficulties and DCD.
Previously referred to as
dyspraxia or clumsy child syndrome. Defined as marked impairment in the
development of motor abilities not explained by mental retardation and not due
to a physical disorder. The diagnosis is only made if this impairment
interferes with academic achievement or with activities of daily living:
•
Prevalence: 10% of 8–12-yr-olds; 1–3% of all
children. M:F 4:1.
•
Presenting
features and signs.
•
Characterized
by perceptual difficulties that impede academic progress. For example:
•
poor
motor planning;
•
poor
visual perceptual skills (discrimination, memory, visual spatial).
•
Clinical assessment:
•
neurological
examination to exclude other conditions (mild CP, muscle disease);
•
overlapping
with other conditions including autism and social skills problems;
•
may
have additional learning difficulties.
· Treatment:
•
physiotherapy;
•
occupational
therapy.
Advice to school as well as
parents is vital
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