An article from Nature Reviews Psychology describes the push for reforming diagnostic criteria for learning disorders as a result of COVID-19.
This article argues that due to Covid-19’s profound disruption in education, the current diagnostic criteria for learning disorders, such as dyslexia, is proving to be insufficient. The authors describe that because of the ongoing effects of COVID-19 on education, the criteria for diagnosing learning disorders should be modified in order to lower the likelihood of misdiagnosis and ensure timely intervention to allow students to succeed.