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Best practice
Fifteen minute consultation: Approach to a school age child with suspected learning disability
  1. Paediatric Research Across the Midlands (PRAM) Network
  1. Correspondence to Paediatric Research Across the Midlands (PRAM) Network, Community Paediatrics, University Hospitals of North Midlands NHS Trust Children's Centre, Stoke-on-Trent, UK; rebeccadack{at}nhs.net

Abstract

There are an estimated 1.5 million people in the UK with a learning disability, of which 351 000 are children (2.5% of total childhood population). It is recognised that for people with learning disabilities to have the best life chance, early identification and appropriate intervention in childhood is key. However, learning disabilities often go undiagnosed. We present a structured practical approach to assessing the school-aged child who presents with a possible learning disability.

  • child development
  • paediatrics

https://doi.org/10.1136/archdischild-2022-324224

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    Footnotes

    • Collaborators Paediatric Research Across the Midlands (PRAM). PRAM collaborators and steering group: Dr Rebecca Dack, Dr Sarah Seccombe, Dr Kate Harvey, Dr Hannah Vawda, Dr Hannah Cooney, Dr Emily Tudor, Dr Isabel Cowling, Dr Clare Morgans, Dr Davina Kenyon-Blair, Dr Sophie Carter.

    • Contributors This article is a collaboration led by Paediatric Research Across the Midlands (PRAM), the West Midlands Trainee led Regional research group. Project leads: Dr Rebecca Dack, Dr Sarah Seccombe. Project Steering Group: Dr Rebecca Dack, Dr Sarah Seccombe, Dr Kate Harvey, Dr Hannah Vawda, Dr Hannah Cooney, Dr Emily Tudor, Dr Isabel Cowling, Dr Clare Morgans, Dr Davina Kenyon-Blair. Consultant Supervisor: Dr Sophie Carter. KH, HC, IC, RD, SS, ET and HV wrote the article. CM and DKB reviewed the article.

    • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

    • Competing interests None declared.

    • Provenance and peer review Commissioned; externally peer reviewed.