Signs & symptoms of Specific Learning Disabilities – Whom to approach for confirmation of diagnosis?

Children grow, learn, and express themselves in wonderfully unique ways. Some are early readers; others express themselves better through art or storytelling. But when a child consistently struggles to read, write, spell, or understand certain concepts, even with adequate support, it could be a sign of a Specific Learning Disability (SLD).

SLDs are not a sign of low intelligence or poor parenting. They are lifelong, brain-based differences in how a person receives, processes, and expresses information. Early recognition and the right support can make a world of difference to how a child feels about learning and about themselves.

This video, with inputs from Remedial Education Specialist Ms. Farida Raj, outlines early signs families and educators might notice, the role of professionals, and when to seek support.

What is a Specific Learning Disability (SLD)?

An SLD refers to concerns in one or more areas of learning, such as reading (dyslexia), writing (dysgraphia), or mathematics (dyscalculia), even though the child may have average or above-average intelligence. Children with SLDs may also face difficulties in motor skills, memory, or attention, which can affect how they engage with schoolwork.

Early signs in pre-primary to primary peers

Before formal academics begin, SLDs may show up as motor coordination or memory concerns. While many young children display these behaviors occasionally, repeated patterns may signal a need for closer observation.

Some signs to watch for include:

• Wearing shoes on the wrong foot, even after repeated corrections
• Difficulty buttoning a shirt or zipping up a jacket
• Struggling to hold or use a pencil, fork, or crayon
• Bumping into furniture, spilling things often, seeming “clumsy”
• Forgetting two-step instructions like “pick up your toy and put it on the shelf”
• Avoiding drawing, scribbling, or name-writing activities
• Trouble recalling letters, numbers, days of the week, or rhymes, even with repetition
• Difficulty remembering sequences  like the order of dressing, brushing teeth, or steps in a story
• Preference for verbal storytelling or imaginary play, but less interest in reading or writing tasks

These signs do not mean the child is lazy or inattentive. They simply show that their brain may process information differently and may need different methods of learning and expression.

Signs in primary to high school years

As academic demands increase, SLDs may become more noticeable. Children may begin to feel frustrated, anxious, or withdrawn, especially if their efforts don’t seem to match the results.

Signs to look out for:

• Frequently interchanging similar-looking letters (like b/d, p/q, n/u)
• Starting sentences with lowercase letters; inconsistent use of punctuation
• Writing that switches randomly between uppercase and lowercase letters
• Trouble copying from the board or writing down verbal instructions
• Slower reading speed, skipping words or lines while reading aloud
• Understanding content well when explained verbally, but struggling to write it down
• Better verbal expression, using gestures, facial expressions, or drawings to explain ideas
• Difficulty managing time, organising school work, or remembering what to bring

These students often think deeply and feel deeply. They may excel in oral discussions, creativity, or problem-solving, yet struggle with written expression or rote tasks.

What to do if you notice these signs

Every child is unique, and not all signs indicate a learning disability. But if several of these signs show up regularly, especially across settings (home, school, tuition), it may be helpful to speak to a professional.

Please do not attempt to self-diagnose. Instead, reach out to a trained expert who can assess the child’s learning profile and needs in a safe, respectful, and evidence-based manner.

Professionals who can help:

• Clinical psychologist: Can assess for SLD using standardised tools and offer guidance
• Qualified special educator: Trained in identifying and supporting different learning needs
• Dyslexia therapist: Specialises in reading-related learning concerns
• Remedial educator: Designs and implements personalised teaching strategies
• Occupational therapist (if motor or coordination issues are present)

Assessment not only identifies the child’s concerns but also highlights their strengths, preferred learning style, and areas where tailored support can be most effective.

Why early support matters

SLDs do not go away on their own, but with timely support, children can learn to work around their concerns and build self-esteem.

Early intervention helps a child:

• Build foundational reading, writing, or numeracy skills in a way that works for them
• Avoid unnecessary labels like “lazy” or “naughty”
• Receive accommodations at school (like extra time, oral exams, or reading support)
• Discover their own learning preferences and self-advocacy skills
• Build a system that supports their mental health by reducing shame, frustration, or fear of failure

Children with SLDs can and do go on to lead fulfilling, successful lives, especially when they feel understood and supported.

Need support?

Call or WhatsApp our FREE Helpline: 844-844-8996
Our counselors speak English, Hindi, Malayalam, Gujarati, Marathi, Telugu, and Bengali.
We can guide you to the right professionals and resources –  no judgment, just support.

Also, watch this video on common risk factors for Specific Learning Disabilities to better understand what to look out for.

Disclaimer

This information resource is for educational purposes only. For any concerns about your child’s learning, please consult a qualified health practitioner for proper guidance.