Specific Learning

Disorder (SLD)
Assessment and Procedure for
Certification - Screening and
comprehensive assessment
pertaining to SLD

Veena Nair
Registered Clinical Psychologist (RCI)
Objective

Understand the screening & comprehensive

assessment process for Specific Learning
Disability (SLD) in India.
Learn about the certification procedure under
the RPwD Act, 2016.
Discuss challenges & improvements in the
process.
Specific Learning
Disorder (SLD)

📌 What is SLD?
Neurologically based learning difficulty.
Affects reading, writing, spelling, or math.
Exists despite average intelligence and
appropriate schooling.
The merging of three separate learning disorders into one diagnostic category under Specific
Learning Disorder (SLD) in the DSM-5 required three different specifiers to identify the area(s)
of academic weakness:

1. With impairment in reading (dyslexia)

2. With impairment in written expression (dysgraphia)
3. With impairment in mathematics (dyscalculia)
To be diagnosed with a specific learning disorder (SLD), a person must meet four criteria.
1. Have difficulties in at least one of the following areas for at least six months despite
targeted help:
Difficulty reading (e.g., inaccurate, slow and only with much effort).
Difficulty understanding the meaning of what is read.
Difficulty with spelling.
Difficulty with written expression (e.g., problems with grammar, punctuation or
organization).
Difficulty understanding number concepts, number facts or calculation.
Difficulty with mathematical reasoning (e.g., applying math concepts or solving
math problems).
2. Have academic skills that are substantially below what is expected for the child’s age
and cause problems in school, work or everyday activities.
This criterion requires academic skill challenges to be based on standardized
achievement measures and “comprehensive clinical assessment.”
The difficulties start during school-age even if some people don’t experience
significant problems until adulthood (when academic, work and day-to-day demands
are greater).
Learning difficulties are not due to other conditions, such as intellectual disability,
vision or hearing problems, a neurological condition (e.g., pediatric stroke), adverse
conditions such as economic or environmental disadvantage, lack of instruction, or
difficulties speaking/understanding the language.
Severity Levels
In addition to specifying the domain of learning disorder, the degree of severity should also be
indicated in the SLD diagnosis. There are three levels of SLD severity.
Mild: Some difficulties with learning in one or two academic areas, but may be able to
compensate with appropriate accommodations or support services.
Moderate: Significant difficulties with learning, requiring some specialized teaching and
some accommodations or supportive services may be needed in school, in the workplace,
or at home for activities to be completed accurately and efficiently.
Severe: Severe difficulties with learning, affecting several academic areas and requiring
ongoing intensive specialized teaching for most of the school years. Even with
accommodations, an individual with a severe SLD may not be able to perform academic
tasks with efficiency.

Note: Though there is no “cure,” specific learning disorders can be successfully managed
throughout one’s life.
In the ICD-11, Specific Learning Disorders (SLD) are classified under "Developmental Learning
Disorders" (6A03). The ICD-11 defines it as:

"Developmental Learning Disorder is characterized by significant and persistent difficulties in

learning academic skills, notably in reading, writing, or mathematics. The individual’s
performance in these areas is substantially below what would be expected given their age,
general intellectual abilities, and educational opportunities."
Key points highlighted in the definition include:

The difficulties are not solely due to inadequate schooling, intellectual disabilities, or
unaddressed sensory impairments.
The disorder usually manifests during the early school years when academic skills are first
introduced.
Common types include Dyslexia (reading difficulties), Dysgraphia (writing difficulties), and
Dyscalculia (mathematics difficulties).
 Basic
Features

Academic Limitations
Normal level of Intellectual Functioning
Normal Overall Functioning
Stable Environment
Adequate Teaching Support
Clumsiness
 Case
Discussion

Let’s discuss cases to understand SLD better!

Meet Rahul

Client was a 14 year old male referred for attention concerns and
reading difficulties that have affected work completion and reading
comprehension. Client maintains good familial relationships and
enjoys video games and football. He is very talkative and open
socially but is occasionally labeled “annoying” by friends, has trouble
initiating conversations, and feels self-conscious about speaking to
others. He has no history of special education services despite
issues with reading, reading comprehension, and reading retention
since 5th grade. Client frequently misses letters and misspells
words but provides correct responses when spelling aloud. He
often struggles to focus when reading and is easily distracted. He
prefers typing rather than writing for the additional grammar
correction features but still struggles with note taking and
organizing class notes.
Meet Rahul

Client has difficulty with sleep but no history of counseling or

medication intervention. Attention issues increased over the last
year including issues with task completion, forgetfulness, and
fidgeting. His attention span was reportedly 10-15 minutes long and
he often needed explicit instructions. Client also struggled with
blurting out responses, interrupting conversations, and
disorganization. He has trouble with irritability and low mood unless
around others and experiences frequent anxiety and panic
symptoms when completing schoolwork, providing incorrect
responses, and speaking to others. There are also sensory
sensitivities and trouble making eye contact with strangers.
Behaviorally, he was anxious when reading aloud, easily distracted
by the environment such that he missed instructions, very fidgety,
and made more mistakes when working quickly. He also needed to
stand after one hour.
Assessments

📌 Why Focus on Assessment & Certification?

Early identification leads to better support.
Certification provides legal & academic
accommodations.
Screening

📌 Purpose:
Identify children who may have SLD &
refer them for formal assessment.
Conducted by teachers, counselors, and
psychologists.
📌 Common Screening
Indicators (Red Flags)

✅ Preschool (Ages 3-6):

Delayed speech development.
Difficulty recognizing letters & numbers.

✅ Primary School (Ages 6-10):

Slow reading, frequent spelling errors.
Difficulty with number operations (reversals, misalignment).

✅ Middle & High School (Ages 11-16):

Struggles with comprehension, written expression, and
organization.
Anxiety or frustration around academics.
📌 Screening Tools Used in India
✅NIMHANS SLD Screening Index
✅DST-J (Dyslexia Screening Test – Junior)
✅Teacher Rating Scales (CBCL, SNAP-IV)
✅Informal classroom observations & parent interviews
 Comprehensive
Assessment – Confirming
SLD

📌 Who Conducts It?

RCI-registered Clinical Psychologist
📌 Key Domains of Assessment & Standardized Tools

MISIC IQ & Cognitive Functions

NIMHANS Reading & Spelling Literacy Skills

Digit Span Working Memory

🔹 Cognitive & Processing Speed Tests
✅ WISC-IV / MISIC (Malin’s Intelligence Scale for Indian Children) – Measures IQ.
✅KABC-II (Kaufman Assessment Battery for Children) – Cognitive flexibility & problem-solving.
🔹 Academic Achievement Tests
✅ NIMHANS SLD Battery (Indian Context) – Assesses reading, writing, spelling, math.
✅Woodcock-Johnson Achievement Test – Evaluates reading fluency, comprehension, and math reasoning.
🔹 Neuropsychological & Processing Assessments
✅ CTOPP (Phonological Processing Test) – Identifies dyslexia indicators.
✅Bender Visual-Motor Gestalt Test – Assesses visual-motor coordination.
✅Stroop Test & Digit Span – Measures attention & working memory.
🔹 Psychoeducational & Socio-Emotional Assessment
✅ Parent & Teacher Interviews – Understanding behavioral patterns.
✅CBCL, BASC-3 – Emotional well-being screening to rule out external factors.
📌 How to Interpret the Assessment?
Pattern of strengths & weaknesses confirms SLD.

IQ-Achievement Discrepancy Model used in diagnosis.

Comprehensive
Assessment

NIMHANS Index Of Specific

Learning Disabilities
According to the NIMHANS SLD Battery, a child is
considered as having SLD when her/his performance is
‘functioning at 3 standards below the current class of the
child’. For example, if the child is currently studying in the 6
th grade, and on the battery, his/her performance is at 3 rd
grade level, then the child is considered to have SLD.
The NIMHANS SLD (Specific Learning Disabilities) Battery is a comprehensive set of
assessment tools developed by the National Institute of Mental Health and Neurosciences
(NIMHANS) in India. It is designed to evaluate and diagnose specific learning disabilities in
children and adolescents. The battery includes a series of standardized tests that assess
various cognitive, academic, and behavioral aspects that may influence learning. The primary
goal of the NIMHANS SLD Battery is to provide a detailed profile of a child's learning strengths
and weaknesses to aid in the formulation of effective intervention strategies.
 Key components of the NIMHANS SLD Battery typically include:
Cognitive Assessments: These tests measure intellectual functioning and cognitive
processes that are critical for learning, such as memory, attention, and problem-solving
skills.
Academic Skills Tests: These assessments evaluate specific academic skills, including
reading, writing, and mathematics. They help identify areas where the child may be
struggling.
Behavioral and Emotional Assessments: These tools assess the child's emotional and
behavioral functioning to identify any psychological or emotional issues that may impact
learning.
Language and Communication Skills: Tests in this area evaluate the child's language
abilities, both expressive and receptive, as these are crucial for effective learning.
Malins Intelligence Scale for Indian Children (MISIC) is
used to assess the general intellectual functioning of
the child from age 6 years to 15 years 11 months.

SLD can only be diagnosed with the IQ of 85 and higher.

General Abilities
Level 1 - Age 5-7 years
Domains assessed include

Attention - Colour Cancellation

Visual Discrimination
Visual Memory
Auditory Discrimination
Auditory Memory
Speech and Language
Visual - Motor Skills
Writing Skills
Visual Discrimination
Visual Memory
Auditory Discrimination
Auditory Memory
Speech and Language
Visual Motor Skills
Writing Skills
 Level 2 - Age 8-12 years
1. Attention - Number Cancellation
2. Language
Reading Ability
Writing Ability - Copying passages
Comprehension
3. Spelling Ability
4. Perceptual Motor Abilities - Bender Gestalt Test
5. Memory - Visual and Auditory
Mathematics
Reading Ability
Comprehension
Spelling Ability
Auditory Memory
Arithmetics
Procedure for Certification in India

📌 Why is Certification Important?

Recognized under RPwD Act, 2016.
Helps in exam accommodations, academic support, and policy-based benefits.

📌 Step-by-Step Certification Process

✅ Step 1: Referral – School/Parents suspect SLD
✅Step 2: Comprehensive assessment by an RCI-licensed clinical psychologist
✅Step 3: Additional medical evaluation (if required) at a government hospital
✅Step 4: Submission of psychological & medical reports to the certification authority
✅Step 5: Issuance of Disability Certificate by District Disability Board/Govt. Hospital
📌 Where is the Certificate Issued?
District Disability Boards (State-dependent).
Government Medical Colleges/Hospitals.

📌 Accommodations After Certification:

✅ Extra Time (25-50%) in exams.
✅ Scribe or Reader Assistance.
✅ Exemption from Second Language Requirements.
✅ Modified Learning & Evaluation Methods.
Challenges & Gaps in the Certification Process

📌 Common Challenges in India:

🚨Lack of Awareness – Many parents & teachers are unaware of the process.
🚨Delays in Certification – Long processing times in government hospitals.
🚨Non-Standardized Procedures – Varies across states.
🚨Stigma Around Certification – Parents may hesitate due to fear of labeling.
📌 Proposed Solutions:
✔ Digitalization – Online certification applications to speed up the process.
✔ Teacher Training – Ensuring proper early identification in schools.
✔ Policy Standardization – Uniform guidelines across states.
✔ Awareness Campaigns – Educating parents & educators about rights and accommodations.
 Questions and
Discussion

Feel free to ask questions or share your thoughts!

Thank You For
Listening!