Examining the nature of educational inclusion for students labelled with a specific learning disability (SLD)

This study focused on a group of students with average to above-average intelligence who experience educational barriers due to a Specific Learning Disability. This disability group is misunderstood and currently under-supported in many classrooms throughout the world including in Australia. This can result in an over-representation of individuals with this disability in negative life outcomes such as early school leaving, suicide and criminal behaviour. Findings indicate that accurate awareness of the Specific Learning Disability label improves educational inclusion, self-esteem and the provision of supports aligned with strengths, weaknesses and processing preferences for the estimated 10% of students with this disability.