Specific learning disability.
Specific learning disabilities (SLD) have an impact on discrete areas of academic function. They result in a level of difficulty that is unexpected when considered in the context of a student's overall intellectual and academic competence. A common example is dyslexia, an SLD that affects the acquis...
| Publicado en: | Journal of Paediatrics & Child Health Vol. 54; no. 10; pp. 1077 - 1084 |
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| Autor principal: | |
| Formato: | Journal Article |
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Wiley-Blackwell
Oct2018
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=132211488&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 132211488 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10344810 81V jtl: Journal of Paediatrics & Child Health issn: 10344810 maglogo: Y pubinfo: dt: Oct2018 vid: 54 iid: 10 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 132211488 132211488 NLM30294983 10.1111/jpc.14168 NLM30294983 132211488 ppf: 1077 ppct: 7 formats: tig: atl: Specific learning disability. aug: au: McDowell, Michael affil: School of Medicine, University of Queensland, Brisbane Queensland, Australia sug: ab: Specific learning disabilities (SLD) have an impact on discrete areas of academic function. They result in a level of difficulty that is unexpected when considered in the context of a student's overall intellectual and academic competence. A common example is dyslexia, an SLD that affects the acquisition of literacy. Medical professionals have an important role to play in the evaluation and management of SLD. The medical role is founded on the fact that these conditions are biologically based and have the potential to cause significant harm for the developing child. Even if details of biological causation are not possible to demonstrate for individual children, medical professionals may, nevertheless, make an important judgement call regarding the likelihood of aetiology. When learning problems are medically based, it is clearly unreasonable to expect children to do more than they are able and to learn faster than is reasonable. Advocacy around these biological presumptions and their implications is a major contribution to the well-being of children who have SLD. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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