Dr. I Gusti Ayu Endah Ardjana, Sp.KJ (K)

LD in a child or adolescent are characterized by academic underachievement in reading, written expression, or mathematics in comparison with the overall intellectual ability of the child.

LD result in underachievement that is unexpected based on the child’s potential as well as the opportunity to have learned more.

LD affect at least 5 % of school-age children.

The term learning disorders, formally referred to as academic skills disorders (Diagnostic and Statistical Manual of Mental Disorders - IV).

LD often make it agonizing for a child to succeed in school and, in some cases, lead to eventual demoralization, low self-esteem, chronic frustration, and poor peer relation-ships.

LD are associated with higher than average risk of a variety of comorbid disorders, including Attention Deficit/ Hyperactivity Disorder (ADHD), communication disorders, conduct disorders and depressive disorders.

Adolescent with LD are about one and a half times more likely to drop out of school, approximating rates of 40 %.

Adult with LD are at increased risk for difficulties in employment and social adjustment.

LD can be associated with other developmental disorders, major depressive disorder, and dysthymic disorder.

Reading disorders (RD) are present in approximately 75% of children & adolescents with learning disorders.

RD is characterized by an impaired ability to recognize words, slow and accurate reading, and poor comprehension.

The term Reading disorder Developmental alexia Dyslexia.

A. Reading achievement, as measured by individually administered standardized tests of reading accuracy or comprehension, is substantially below that expected given the person’s chronological age, measured intelligence, and age - appropriate education.

B. The disturbance in Criterion A significantly interferes with academic achievement or activities of daily living that require reading skills.

C. If a sensory deficit is present, the reading difficulties are in excess of those usually associated with it.

Coding note: If a general medical (e.g., neurological) condition or sensory deficit is present, code the condition on Axis III.

A. Mathematical ability, as measured by individually administered standardized tests, is substantially below that expected given the person’s chronological age, measured intelligence, and age-appropriate education.

B. The disturbance in Criterion A significantly interferes with academic achievement or activities of daily living that require mathematical ability.

C. If a sensory deficit is present, the difficulties in mathematical ability are in excess of those usually associated with it.

Coding note: If a general medical (e.g., neurological) condition or sensory deficit is present, code the condition on Axis III.

A. Writing skills, as measured by individually administered standardized tests (or functional assessments of writing skills), are substantially below those expected given the person’s chronological age, measured intelligence, and age-appropriate education.

B. The disturbance in Criterion A significantly interferes with academic achievement or activities of daily living that require the composition of written texts (e.g., writing grammatically correct sentences and organized paragraphs).

C. If a sensory deficit is present, the difficulties in writing skills are in excess of those usually associated with it.

This category is for disorders in learning that do not meet criteria for any specific Learning Disorder. This category might include problems in all three areas (reading, mathematics, written expression) that together significantly interfere with academic achievement even though performance on tests measuring each individual skill is not substantially below that expected given the person’s chronological age, measured intelligence, and age-appropriate education.

The service of an interdisciplinary team consisting of educationist, parents, psychologist, psychiatrist, occupational therapists, physiotherapists & speech therapists, neurologists.

Individual Education Program (IEP) Pharmacological Psychotherapy