Abstract
Learning difficulties in children with multilingual background and limited Japanese skills tend to be perceived as a problem in language proficiency; however, these difficulties may involve learning or intellectual disabilities. The present study explored methods for assessing such children by considering the case of a Swedish-speaking girl who exhibited severe learning difficulties and underwent academic skills and cognitive assessments in Japan. As a conclusion, it is recommended that quantitative examinations of basic reading, writing, and math skills should be performed first, followed by cognitive assessments that are translated into the native language of these children, when necessary and appropriate.
