Teachers are often the first to notice when a child isn’t keeping up — but not every “weak student” is slow or careless. Many are bright, curious, and intelligent, but struggle silently with Specific Learning Disabilities (SLD) such as dyslexia (reading), dysgraphia (writing), or dyscalculia (math).

Early recognition by teachers can literally change a child’s life — helping them receive support before exams, failure, anxiety, or school refusal begin.

This article is a practical guide for teachers, preschool educators, school counsellors, and special educators.

👀 Early Classroom Clues: When a Child Might Have SLD

✅ Reading Difficulties (Possible Dyslexia)

• Reads very slowly or skips words/lines

• Confuses letters (b/d, p/q, m/w) or reverses writing

• Cannot read aloud confidently, avoids being called to read

• Stares at pictures instead of text, guesses words instead of sounding them out

• Complains of headache, tiredness, “words are moving on the page”

✅ Writing Problems (Possible Dysgraphia)

• Illegible handwriting, uneven spacing, random capital & small letters

• Inconsistent spelling: frend/freind/friend

• Writes very slowly or gives up midway

• Good oral answers, poor written tests

• Cannot copy fast from the blackboard

✅ Math Struggles (Possible Dyscalculia)

• Trouble learning numbers, tables, borrowing-carrying method

• Misplaces numbers: 61 becomes 16, 702 becomes 720

• Struggles with time, measurement, money concepts

• Forgets steps in solving simple problems

✅ Classroom Behaviour Signs

• Daydreaming, staring outside, slow to begin tasks

• Avoids writing/reading work — visits washroom, sharpens pencil often

• Intelligent during discussions but blank tests

• Anxiety during dictation, spelling tests, oral reading

• Low confidence, stops trying after mistakes

🧠 How to Know: Learning Issue or Lack of Effort?

🛠️ How Teachers Can Support in Class (Simple Modifications)

✔ Seat the child near the teacher (reduces distraction)
✔ Use large fonts, coloured chalks, visual aids
✔ Give one instruction at a time — avoid long sentences
✔ Allow extra time for notes and tests
✔ Let the child answer verbally if written work is weak
✔ Avoid reading aloud punishment
✔ Encourage effort with phrases like:
“You’re improving!”, “Try again — you’re close!”

🗂️ When to Refer for Formal Assessment

Refer to a Child Psychiatrist / Developmental Pediatrician / Clinical Psychologist when you notice:

• Persistent reading, writing or numeric issues for 6+ months

• The child is bright but academically below class level

• Anxiety, crying, behavior issues due to studies

• Family history of dyslexia, ADHD, speech delay

• School refusal or sudden fall in marks

📄 Teachers’ Role in Certification (CBSE / ICDS / RCI Guidelines)

✅ Document academic struggles with examples
✅ Provide written feedback/report card comments
✅ Attend school-based case meetings with parents & counsellors
✅ Assist in preparing Individualized Education Plan (IEP)
✅ Support exam concessions like extra time, writer, reduced syllabus
✅ Ensure no bullying or discrimination in class

❤️ The Teacher’s Words Can Heal or Harm

❌ “Lazy, careless child”
✅ “You are intelligent — we just need a different way to learn.”

A child may forget what you taught — but will never forget how you made them feel.

In India, where marks = identity, teachers become lifelines for children who learn differently.

👨‍⚕️ Author & Clinical Support

Dr. Srinivas Rajkumar T
MD (AIIMS, New Delhi), DNB Psychiatry
Consultant Child, Adolescent & Family Psychiatrist
Mind & Memory Clinic – Apollo Clinic
(Opp. Phoenix MarketCity), Velachery, Chennai – 600042
📞 +91-8595155808 | 🌐 www.srinivasaiims.com

Works closely with schools, teachers, and parents for SLD assessment, certification, teacher workshops, and IEP planning.