Some neuroscience evidence is already integrated into the latest revisions of the definition of neurodevelopmental disorders (ICD-11 and DSM-5). Neuroscience research challenges the traditional classification systems and provides evidence in favour of a dimensional approach in researching the neurocognitive underpinnings of LD. A significant impairment in academic or occupational performance is also required for the diagnosis. The definition of LD describes persistent difficulties in learning academic skills that remain unaccounted for by intellectual, neurological or motor disorders, sensory impairment, lack of availability of education, or by psychosocial adversity.The diagnostic criteria for learning disorders (LD) are included in the two most recognized classification systems of mental disorders: the International Classification of Diseases and Related Health Problems (ICD), developed by the World Health Organization (WHO), and the Diagnostic and Statistical Manual of Mental Disorders (DSM), from the American Psychiatric Association (APA).The IBRO/IBE-UNESCO Science of Learning Fellowship aims to support and translate key neuroscience research on learning and the brain to educators, policy makers, and governments. This report arises from Science of Learning Fellowships funded by the International Brain Research Organization (IBRO) in partnership with the International Bureau of Education (IBE) of the United Nations Educational, Scientific and Cultural Organization (UNESCO).
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