Before diagnosing a learning disorder, which factors should be excluded as causes of low achievement?

In the context of diagnosing a learning disorder, it is crucial to first rule out other potential factors that could account for a student's low achievement. Emotional disturbances may affect a student's ability to focus, engage, and learn effectively, leading to performance that does not reflect their true capabilities. Socioeconomic status can significantly impact access to resources such as tutoring, technology, or even a stable learning environment, which can influence academic performance. Previous educational experiences, including gaps in learning or ineffective instructional methods, can also contribute to a student's struggles without indicating an inherent learning disorder.

By excluding these factors, evaluators can ensure that they are accurately identifying students with true learning disorders rather than those who may be underperforming due to external influences. This holistic approach is essential to provide appropriate interventions and support tailored to the individual needs of the student, leading to better educational outcomes.