Addressing Gender Bias in Learning Disability Identification
During a discussion on learning disabilities, it was highlighted that boys are more likely to receive psychological evaluations for learning disabilities than girls due to differences in classroom behavior. Specifically, the transcript noted, “I know that boys are much more likely to get a psychological evaluation than girls simply because of how their behaviors present in the classroom.” To address this gender bias in the identification of learning disabilities, the suggested solution is to train teachers to recognize signs of learning disabilities in both genders. This training would help educators identify subtle indicators in girls that might otherwise be overlooked. For adults with dyslexia, understanding this insight means recognizing the importance of advocating for better training and awareness among educators to ensure more equitable identification and support for all students.