Abstract
Specific learning disabilities (SLDs) are defined in relationship to (a) the changing historical context in which schools operate that made it necessary to identify and provide appropriate education for students with educationally handicapping conditions such as SLDs; (b) recent research on the biological basis and effective treatment for SLDs; (c) the differences between developmental disabilities (DDs) and SLDs; and (d) comorbid conditions that may or may not occur along with SLDs but are relevant to diagnosis and treatment if they do. Focus is on defining, diagnosing, and teaching students with dysgraphia, dyslexia, specific language disability (also referred to as oral and written language learning disability OWL LD), dyscalculia, and nonverbal learning disability (NVLD). Issues specific to educational management of SLDs during adolescence are discussed. The impact of SLDs, which may affect at least one in five adolescents, on the individual and society is considered. Current knowledge and unresolved issues regarding SLDs in adolescents are summarized and possible future trends are explored.
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