Specific Learning Disability – A Narrative Review

Abstract

Specific Learning Disability (SLD) is recognized as one of the most widespread neurodevelopmental disorders impacting children and adolescents globally. It is marked by ongoing challenges in acquiring and utilizing academic skills, especially in areas like reading, writing, and mathematics, despite having average intelligence, standard educational instruction, and suitable learning conditions. Over a century, the comprehension of SLD has significantly transformed from initial medical interpretations of unforeseen learning challenges to a comprehensive framework that incorporates neurological, cognitive, educational, and environmental viewpoints. This narrative review consolidates the historical progression, conceptual insights, causes, worldwide prevalence, identification methods, and policy advancements associated with SLD. Relevant literature was gathered through a narrative review of peer-reviewed journal articles, books, and international policy documents, focusing particularly on works published from 2020 to 2025 while also including foundational texts that influenced the historical development of the topic. The review illustrates that modern viewpoints increasingly acknowledge SLD as a diverse neurodevelopmental condition that necessitates early detection, multidisciplinary evaluation, evidence-driven interventions, and inclusive educational strategies. While significant strides have been made on a global scale, inconsistencies in identification, evaluation, and educational support persist among different nations. The review emphasizes the necessity of enhancing teacher readiness, advocating for inclusive policies, and broadening contextually relevant research to enhance educational outcomes for students with Specific Learning Disabilities.