Special Issue: Learning Disorder/Specific Learning Disorder I
GENERAL REMARKS: LEARNING DISORDER/SPECIFIC LEARNING DISORDER: FROM A MEDICAL VIEWPOINT
2017 Volume 58 Issue 2 Pages 205-216
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2017 Volume 58 Issue 2 Pages 205-216
Learning disorder/specific learning disorder (LD) is a neurodevelopmental disorder with the following characteristics: developmental impairment with symptoms persisting for at least 6 months, impacting the academic domains of “reading”, “writing” or “mathematics” despite general intelligence within normal range, that significantly interferes with academic, occupational or everyday performance. Recent functional imaging studies have revealed evidence of central nervous system dysfunction in Japanese children with dyslexia.
This article presents concepts of the disorder, diagnostic procedures, and examinations for “developmental dyslexia” and “developmental dyscalculia” currently available for use in Japan. A clinical-symptoms-checklist (CL), consisting of 30 questions regarding symptoms linked to reading and writing, and Hiragana reading tasks are useful for diagnosis of developmental dyslexia. Evaluation of performance on the Kaufman Assessment
Battery for Children 2nd edition (KABC-II) is helpful for diagnosis of developmental dyscalculia.
The importance of compiling a detailed history on language development, neurological examination, assessment of general intelligence, basic abilities in reading, writing and arithmetic, alongside evaluation of the neuropsychological characteristics of each child are emphasized as the measures the medical community can take to create a basis for the formulation and provision of appropriate educational support tailored to the individual.
