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Analysis finds a need for evidence-based criteria in diagnosing learning disorders in adults, suggesting improvements for accuracy and fairness.
Accurate diagnosis of SLD in adulthood requires population-referenced criteria, corroborated evidence of childhood onset, objective demonstration of current academic impairment, systematic exclusion of alternative explanations, and assessment of performance credibility. Adoption of a structured, evidence-based diagnostic framework is essential to preserving the scientific validity, ethical application, and equitable use of SLD diagnoses in adult educational and professional settings.
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Harrison et al. (2026) studied this question.
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