SPECIFIC LEARNING DISORDER/DISABILITY

The Diagnostic and Statistical Manual of Mental Disorders-Fifth Edition Text Revision (DSM-5-TR) utilizes the term “Specific Learning Disorder”, which is defined as a type of neurodevelopmental disorder that impedes the ability to learn or use specific academic skills (e.g., reading, writing, or math), which are the foundation for other academic learning.  These are  typically diagnosed by a licensed professional (e.g., Licensed Psycho-Educational Specialist) when there are specific deficits in an individual's ability to perceive or process information efficiently and accurately.  

“Specific Learning Disability” is not a medical term, but a legal term and eligibility category defined in the Individuals with Disabilities Education Act (IDEA).   Per IDEA, Specific Learning Disability refers to a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

DYSLEXIA

Dyslexia is a specific learning disorder that is neurological in origin.  A common myth is that people with Dyslexia see letters and numbers backwards.  While some children with Dyslexia do have difficulty with letter and word reversals, this may be more attributed to slower literacy development as Dyslexia is not tied to visual deficiencies.  Decades of research indicates Dyslexia is caused by a phonological core deficit, which is impairments in the representation, storage, and/or retrieval of speech sounds.   These students often have difficulty discerning the individual phonemes within spoken language which can lead to difficulty in acquiring basic reading skills.  This phonemic awareness is a necessary precursor to being able to master the alphabetic principle, which is essential for reading.  Students experiencing this deficit have difficulties reading at the word-level, which is why Dyslexia is also referred to as a “Word-Level Reading Disability”.   While Dyslexia is not an eligibility category under IDEA, students exhibiting these reading deficits that are not responding to general education reading instruction may be eligible to receive special education services under the IDEA eligibility category, Specific Learning Disability or accommodations and modifications through a Section 504 Plan.  While our evaluations may lead to a diagnosis, we believe it is equally important to identify what essential reading skills your child is missing for proficient reading.  When these skills are identified, a meaningful individual instructional plan can be developed.

DYSCALCULIA

Dyscalculia is a learning disorder characterized by problems processing numerical information, learning math facts, and performing accurate and fluent math calculations. Children with dyscalculia may exhibit weaknesses in recognizing numbers, learning to count, have difficulty recognizing patterns, have difficulty learning basic math functions, struggle to process visual/spatial ideas like graphs and charts, etc.

DYSGRAPHIA

Dysgraphia is a learning disorder of written expression which can present as difficulties with letter formation/legibility, letter spacing, spelling, fine motor coordination, rate of writing, grammar, and composition.

EXECUTIVE FUNCTIONING

Executive Functioning is the group of complex mental processes and cognitive abilities that include self-awareness, inhibition, nonverbal working memory (short-term memory related to sensory and spatial information), verbal working memory (short-term memory related to speech and language), emotional regulation, motivational regulation, and planning and problem solving.   People who have difficulties with executive skills might have difficulties with Impulse Control, Emotional Control, Planning/Prioritizing, Flexibility, Working Memory, Self-Monitoring, Task Initiation, and/or Organization. Students with learning disabilities and/or ADHD might also have deficits in executive skills that impact learning. 

AUTISM SPECTRUM DISORDER

Autism Spectrum Disorder is a developmental disability significantly affecting verbal and nonverbal communication and social interaction. Autism is generally evident before a child reaches three years of age. Children may display behaviors such as engagement in repetitive activities (restricted interests) and stereotyped movements (flapping, rocking, etc.), and resistance to environmental change or change in daily routines, and/or sensory processing differences.  Autism is a medical diagnosis (DSM-5 TR) as well as a disability category defined in IDEA.  Below are links to Autism resources in South Carolina.

LOWCOUNTRY AUTISM FOUNDATION

AUTISM SOCIETY SOUTH CAROLINA

FAMILY CONNECTION AUTISM FAMILY SUPPORT CENTER

ABLE KIDS

AUTISM SOCIETY OF SOUTH CAROLINA

ASD RESOURCE DIRECTORY

THE SCIENCE OF READING

At Palmetto Assessments and Learning Services, we believe that literacy is a fundamental human right and the foundation for lifelong learning. To accomplish this, it is essential children are provided reading instruction that is aligned with science and research.  Ashleigh and Liz are strong “Science of Reading” advocates and believe all students should receive evidence-based, systematic instruction in the foundations of literacy.  Human brains are naturally wired to speak; however, they are not naturally wired to read and write.  Thus, reading instruction needs to be direct and explicit and based in research and science.  Many schools are still utilizing instruction and curricula that is not supported by science and does not provide children a solid foundation to become skilled and confident readers.  We believe parents and guardians are the biggest and strongest advocates for their children.  Knowledge and understanding are powerful tools and we are committed to collaborating with you to support your child’s success.  Below are links to the Science of Reading resources.  

SOLD A STORY: How Teaching Kids to Read Went So Wrong; Millions of kids can't read well. Scientists have known for decades how children learn to read but many schools are ignoring the research. They buy teacher training and books that are rooted in a disproven idea. Emily Hanford investigates four authors and a publishing company that have made millions selling this idea.

READING ROCKETS: A GUIDE FOR PARENTS

READING ROCKETS: STRUCTURED LITERACY INSTRUCTION

NATIONAL CENTER ON IMPROVING LITERACY: PARENTS & FAMILIES

THE SCIENCE OF READING

THE RIGHT TO READ; The Right to Read film shares the early literacy crisis and the importance of science-based reading instruction. Check out their website for opportunities for virtual screenings.

THE READING BRAIN

THE PURPLE CHALLENGE