Specific learning disability in the context of current diagnostic systems and policies in India: Implications for assessment and certification

Abstract Specific Learning Disability (SLD) is a neurodevelopmental disorder with significant problems in language processing, which are evident through difficulties in reading, writing, spelling, and mathematics. SLD was notified as a disability by the Government of India in 2016. Until then, it was primarily left to the discretion of the individual education boards to decide the assessment procedures and support measures for a child suspected to have SLD. However, with the enforcement of the Rights of Persons with Disabilities Act 2016 (RPWD Act), there is a legal binding to follow specific guidelines for assessment and certification mentioned in the RPWD Act. Nonetheless, there are issues inherent to the construct of SLD described in the diagnostic manuals and the current certification processes under the RPWD Act. In this context, this paper highlights the discrepancies in the requirements of the RPWD Act and the diagnostic criteria of the International Classification of Diseases -10 (ICD-10) and the Diagnostic and Statistical Manual- 5 (DSM-5) and draws implications for assessment and certification procedures which will affect the lives of millions of children in the Indian context. It also presents potential solutions and possible future directions related to the assessment of the SLD.