An investigation into the knowledge, needs, and perspectives of South African professionals working with children with Specific Learning Disorder (Developmental Dyslexia)

Abstract

Background: Specific Learning Disorder (SLD) is a condition marked by difficulties in attaining skills that are essential for academic success. The Diagnostic and Statistical Manual of Mental Disorders (DSM-V) categorises Developmental Dyslexia (DD) under the heading of SLDs as it is a very common example of a specific learning disorder. SLD (DD) is a multifaceted condition which may have lasting effects on an individual’s educational prospects if it is not identified and managed timeously. Professionals including Speech-Language Therapists (SLTs), Occupational Therapists (OTs), and psychologists play an important role in ensuring the early identification and treatment of individuals affected by the disorder. Professional practices regarding the assessment and treatment of SLD (DD) are, however, influenced by existing misconceptions about the condition, despite ample research in the field of SLD (DD). These misconceptions relate to the true characteristics of the condition as well as the strategies appropriate for accurate diagnosis and treatment. Aim: The research study aimed to determine the knowledge, needs, and perspectives of South African professionals working with children with SLD (DD). Setting: A mixed method research design was employed to examine the knowledge, needs, and perspectives of South African professionals regarding SLD (DD). Methods: The researchers conducted a survey study with a sample of 108 respondents. The respondents included SLTs, OTs, and psychologists from across South Africa. Results: The results obtained in the study revealed that SLTs and psychologists demonstrated better knowledge about the facts of SLD (DD) than OTs. Respondents from all three professions, however, voiced their uncertainty regarding SLD (DD) as a language-based disorder. Interestingly, the research findings suggested that popular misconceptions regarding SLD (DD) had no significant impact on the knowledge acquired by South African professionals about the condition. After examining the professionals’ perspectives regarding the identification of SLD (DD), it was found that South African psychologists were more confident in their ability to identify the characteristics of SLD (DD), compared to SLTs and OTs. Nonetheless, all professionals reported a lack of confidence in identifying SLD (DD) and making a differential diagnosis of the disorder. While most professionals remain uncertain about the importance of addressing phonological awareness skills in remediating the condition, the use of a variety of intervention approaches is supported by many. The researchers lastly aimed to determine the specific training needs of SLTs, OTs, and psychologists working in the field of SLD (DD), and a lack of pre-service training was identified amongst SLT and OT respondents. Respondents from all three professions, however, indicated feelings of being unprepared to assess and treat SLD (DD). Conclusion: Differences regarding the knowledge of the facts and characteristics of SLD (DD) and the self-perceived ability to identify and manage the condition were identified amongst South African professionals. Additional training needs relate to the assessment, treatment, and management of the condition.