Reforming learning disorder diagnosis following COVID-19 educational disruption

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.

Read more about the diagnostic criteria reforms here.