Disabilities
Specific Learning Disorder
Specific Learning disorders (SLD) are often identified when a student's academic skills are substantially and quantifiably below those expected for the individual's chronological age. These difficulties are commonly noted early in the educational process but, in some cases, may become noticeable only when challenged by post-secondary education. Manifestations of SLD cause significant interference with a student's academic or occupational performance, or with activities of daily living. The learning difficulties are not better accounted for by other factors, such as intellectual abilities, other mental or neurological disorders, lack of proficiency in the language of instruction, or inadequate educational instruction.
A Specific Learning Disability may manifest itself as a deficit in a very mild form, or a more severe form, in any of the following areas:
- Reading Skills
- Oral language skills
- Written language skills
- Mathematical skills
- Organizational and study skills
- Social skills
Specific Learning Disabilities include:
- Reading Disorder: where an individual's word reading accuracy, reading rate or fluency or reading comprehension is significantly below expectation
- Disorder of Written Expression: where an individual's spelling accuracy, grammar and punctuation accuracy and or clarity or organization of written expression is significantly below expectation
- Mathematics Disorder: where an individual's number sense, memorization of arithmetic facts, accuracy of fluency of calculations or math reasoning is significantly below expectation
Documentation Requirements
All students seeking to register with CAL must submit the as well as supporting documentation. Please refer to the Disability Documentation Page for information on documentation required. Please be aware that supporting documentation for SLD consists of a comprehensive psycho-educational evaluation, completed within five years of matriculation to the university or as an adult (over age 18). If you have any quesions or concerns around the documentation required, please contact us at cal_admin@sfu.ca.
The Diagnostic Process
The process of testing and assessment typically requires about 6-10 hours and most often includes the administration of intelligence and achievement tests, assessment for the presence of central nervous system dysfunction and specific deficits in information or perceptual processing, consideration of related limitations (e.g., psychosocial skills, physical or sensory abilities) and alternative explanations for the learning difficulties (e.g., inappropriate or inadequate instruction, cultural or economic influences, or another primary disability).