What defines Specific Learning Disorder?

Specific Learning Disorder is characterized by significant difficulties in one or more academic skills that are well below age expectations and persist for a minimum duration of six months. This definition emphasizes that the challenges are not simply a matter of being unable to learn new skills but are specific and persistent impairments in areas such as reading, writing, or mathematics that interfere with academic performance and daily living.

For instance, a child may struggle with reading comprehension or arithmetic calculations despite receiving appropriate instruction and being given sufficient time to improve. The six-month duration is crucial, as it distinguishes Specific Learning Disorder from temporary academic struggles that might occur due to other factors, such as a lack of exposure or instruction. This focus on persistent difficulties helps professionals identify and diagnose the disorder more accurately.

The other options describe conditions or characteristics that do not specifically align with the established definitions or criteria for Specific Learning Disorder. For example, an inability to learn new skills does not necessarily indicate a specific learning issue, as individuals may learn in different contexts or situations. A lack of motivation might be a concern in educational contexts but does not directly define a learning disorder. Similarly, developmental delays in communication are relevant to different diagnoses, such as language disorders, rather than specifically to learning disorders.