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Related Experiment Video

Updated: May 20, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Adult SLD Certification in Real-world Settings: Too Late or Still Valid.

Vijay K Saini1, Tanu Gupta1, Pratibha Gehlawat2

  • 1All India Institute of Medical Sciences, Jodhpur, Rajasthan, India.

Indian Journal of Psychological Medicine
|May 19, 2026
PubMed
Summary

Assessing specific learning disability (SLD) in adults is difficult in India. This article highlights practical challenges and the need for better adult assessment guidelines.

Keywords:
Disability certificationRights of Persons with Disabilities (RPwD) Act, 2016neurodevelopmental disorderspecific learning disability

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Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Published on: June 6, 2020

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Last Updated: May 20, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
06:16

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting

Published on: June 6, 2020

Area of Science:

  • Neurodevelopmental Disorders
  • Clinical Psychology
  • Educational Psychology

Background:

  • Specific Learning Disability (SLD) is a recognized neurodevelopmental disorder in India.
  • Adult SLD assessment faces significant challenges, including lack of childhood records and limited specialized tools.
  • Overlapping conditions with other neurodevelopmental or psychiatric disorders complicate diagnosis.

Purpose of the Study:

  • To discuss the practical challenges in assessing specific learning disability in adults.
  • To highlight the need for improved diagnostic tools and guidelines for adult SLD assessment.
  • To use hypothetical case scenarios to illustrate assessment difficulties.

Main Methods:

  • Review of existing literature on SLD assessment in adults.
  • Analysis of common diagnostic challenges in clinical practice.
  • Development of hypothetical case studies representing adult SLD presentations.

Main Results:

  • Adult SLD assessment is hindered by retrospective diagnostic difficulties and the absence of longitudinal data.
  • Limited availability of validated, adult-specific assessment tools poses a significant barrier.
  • Comorbidity with other conditions necessitates comprehensive differential diagnostic approaches.

Conclusions:

  • There is a critical need for the development and validation of adult-specific SLD assessment tools.
  • Clearer diagnostic guidelines are required to improve the accuracy and efficiency of adult SLD assessments in India.
  • Addressing these challenges is crucial for providing appropriate support and interventions to adults with SLD.