8. Identification of problems/ disorders/ disabilities
SLD
- The presence of a problem. That is, a student must come forward and express a concern about his or her academic performance.A parent's report on
- Academic achievement level(s) significantly below expectations (i.e. lower or poor academic performance).
- On normed-referenced standardized testing, an overall or verbal IQ score that is at least in the average range, if not higher, with some specific areas of academic achievement that are minimally one standard deviation below measured intellectual ability level. (This last criterion is often referred to as an aptitude achievement discrepancy.)
DYSLEXIA/DYSGRAPHIA/DYSCALCULIA
- Have difficulties in at least one of the following areas for at least six months despite targeted help:
- Difficulty reading (e.g., inaccurate, slow and only with much effort).
- Difficulty understanding the meaning of what is read.
- Difficulty with spelling.
- Difficulty with written expression (e.g., problems with grammar, punctuation or organization).
- Difficulty understanding number concepts, number facts or calculation.
- Difficulty with mathematical reasoning (e.g., applying math concepts or solving math problems).
DYSPRAXIA
A. The acquisition and execution of coordinated motor skills is substantially below that expected given the individual’s chronological age and opportunity for skill learning and use. Difficulties are manifested as clumsiness (e.g., dropping or bumping into objects) as well as slowness and inaccuracy of performance of motor skills (e.g., catching an object, using scissors or cutlery, handwriting, riding a bike, or participating in sports).
B. The motor skills deficit in Criterion A significantly and persistently interferes with activities of daily living appropriate to chronological age (e.g., self-care and self-maintenance) and impacts academic/school productivity, prevocational and vocational activities, leisure, and play.
C. Onset of symptoms is in the early developmental period.
D. The motor skills deficits are not better explained by intellectual disability (intellectual developmental disorder) or visual impairment and are not attributable to a neurological condition affecting movement (e.g., cerebral palsy, muscular dystrophy, degenerative disorder
ASD
Difficulties in two areas – 'social-communication', and 'restricted, repetitive and/or sensory behaviours or interests'. To be diagnosed with ASD, children must: have difficulties in both areas
ID
Impairment in at least one domainamong the three domains of adaptive functioning (Criterion B): conceptual, social, and practical
1. Deficits in intellectual functioning—“reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience”—confirmed by clinical evaluation and individualized standard IQ testing
2.Deficits in adaptive functioning that significantly hamper conforming to developmental and sociocultural standards for the individual's independence and ability to meet their social responsibility; and
The onset of these deficits during childhood.
DOWN SYNDROME
amniocentesis, a prenatal diagnosis method in which a needle is inserted into the amniotic sac that surrounds the fetus. Amniocentesis is most often used to detect Down syndrome and other chromosomal abnormalities. This test is usually done in the second trimester, after 15 weeks of gestation.
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