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Learn MoreThe language we use to describe learning differences has evolved and nowhere is this more evident than in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). For professionals working with individuals who have learning disabilities, understanding this shift in terminology is crucial. In this post, we will explore how the DSM-5 approaches the diagnosis of learning disabilities, particularly with terms like “dyslexia,” which is now categorized as “specific learning disorder in reading.”
In the past, terms like “dyslexia,” “dysgraphia,” and “dyscalculia” were commonly used to describe specific learning challenges. However, with the DSM-5 update, these conditions fall under a broader diagnosis: Specific Learning Disorder (SLD). This approach aims to simplify the diagnostic process while recognizing the complexities of learning disabilities. Rather than diagnosing a variety of disorders, the DSM-5 uses the umbrella term of SLD and breaks it down into more specific categories based on the type of challenge the individual experiences.
According to the DSM-5, a Specific Learning Disorder is characterized by difficulties learning and using academic skills. These difficulties persist for at least six months despite targeted interventions and regardless of factors like intellectual disabilities or inadequate educational opportunities.
The DSM-5 identifies three key areas where SLDs may manifest:
It’s important to note that while these terms like “dyslexia” are still commonly used by professionals and educators, the DSM-5 refers to them under the broader SLD categories. For example, what was once referred to as “dyslexia” is now diagnosed as Specific Learning Disorder with impairment in reading.
The term “dyslexia” is still widely recognized, but the DSM-5 uses more specific criteria to diagnose it as a reading impairment. This change emphasizes that the individual’s learning difficulty is specific to reading skills, such as word recognition, decoding, and reading comprehension.
The DSM-5 criteria for diagnosing Specific Learning Disorder with impairment in reading include:
One of the key benefits of the DSM-5’s approach is its recognition that learning disabilities manifest differently in each individual. By focusing on the specific area of difficulty—whether in reading, writing, or math—the DSM-5 allows for a more personalized understanding of the student’s needs.
For instance, two individuals might both be diagnosed with SLD in reading, but one might struggle primarily with decoding words, while the other might have difficulty with reading comprehension. This framework encourages educators and specialists to take a closer look at each person’s unique learning profile and craft interventions that target their specific challenges.
For parents and educators, the DSM-5 terminology can seem clinical and impersonal, but it is designed to provide a more precise and nuanced understanding of a child’s learning needs. Rather than focusing on a broad label, such as dyslexia, the new language encourages a closer examination of the specific academic skills that need support.
Educators, specialists, and parents can work together to ensure that interventions are appropriately matched to a child’s unique learning profile. For example, a student diagnosed with Specific Learning Disorder with impairment in reading might benefit from targeted interventions in phonics, decoding, or reading fluency, depending on their specific challenges.
The DSM-5’s shift in terminology from terms like dyslexia to the more specific “Specific Learning Disorder with impairment in reading” reflects a growing understanding of the complexity of learning disabilities. This approach emphasizes the importance of individualized diagnosis and intervention, ensuring that each student receives the tailored support they need to succeed.
At LDS – Learn. Develop. Succeed., we work with families and educators to navigate these terms and ensure that every child has access to the strategies and tools that will help them thrive. Whether a child is facing challenges in reading, writing, or math, our approach is grounded in empathy, understanding, and personalized education.
The journey to academic success may have its challenges, but with the right support and a deeper understanding of learning differences, every child can reach their full potential.
– Sofia Lopez Nakashima, Senior Manager, Assessments
LDS is a community of dedicated professionals who write collaboratively. We recognize the contribution of unnamed team members for their wisdom and input.