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How “Specific” Are Specific Learning Disabilities After All?

How “Specific” Are Specific Learning Disabilities After All?

Irini K. Zerva, Eleni Bonti
Copyright: © 2023 |Pages: 12
ISBN13: 9798369306444|ISBN13 Softcover: 9798369306482|EISBN13: 9798369306451
DOI: 10.4018/979-8-3693-0644-4.ch012
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MLA

Zerva, Irini K., and Eleni Bonti. "How “Specific” Are Specific Learning Disabilities After All?." Developmental Language Disorders in Childhood and Adolescence, edited by Dimitra V. Katsarou, IGI Global, 2023, pp. 157-168. https://doi.org/10.4018/979-8-3693-0644-4.ch012

APA

Zerva, I. K. & Bonti, E. (2023). How “Specific” Are Specific Learning Disabilities After All?. In D. Katsarou (Ed.), Developmental Language Disorders in Childhood and Adolescence (pp. 157-168). IGI Global. https://doi.org/10.4018/979-8-3693-0644-4.ch012

Chicago

Zerva, Irini K., and Eleni Bonti. "How “Specific” Are Specific Learning Disabilities After All?." In Developmental Language Disorders in Childhood and Adolescence, edited by Dimitra V. Katsarou, 157-168. Hershey, PA: IGI Global, 2023. https://doi.org/10.4018/979-8-3693-0644-4.ch012

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Abstract

Learning-related NDDs, such as Specific Learning Disorders (SLD) and Attention-Deficit/Hyperactivity Disorder (ADHD), appear in childhood, and due to their high connectivity with children's schooling, they attract the intense interest of scientists. Successive questions arise about when and what is the most appropriate intervention, what are the benefits, what is the method of implementation, where should the intervention take place, and other related questions that arise always with the aim of optimizing support. But the question that precedes all the above is which exactly is the disorder? Is it only one? How are its symptoms distinguished and how could anybody be sure of its distinctiveness from others with a high rate of overlap? The introduction of the term ‘spectrum of NDDs' could pave the way for a re-approach of the clinical continuum of NDDs. This chapter aims to open a discussion and raise concerns about overlapping symptoms in learning-related NDDs, with the aim of achieving better intervention through a clearer system of diagnosis.

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