that the specific learning disabilities are not part of a more general learning difficulty as
manifested in intellectual disability or global developmental delay. Specific learning dis-
order may also occur in individuals identified  as intellectually “gifted.” These individuals
may be able to sustain apparently adequate  academic functioning by using compensatory
strategies, extraordinarily high effort, or su pport, until the learning demands or assess-
ment procedures (e.g., timed tests) pose barri ers to their demonstrating their learning or
accomplishing required tasks. Second, the lear ning difficulty cannot be  attributed to more
general external factors, such as economic or environmental disadvantage, chronic absen-
teeism, or lack of education as typically prov ided in the individual’s community context.
Third, the learning difficulty canno t be attributed to a neurol ogical (e.g., pediatric stroke)
or motor disorders or to vision or hearing di sorders, which are often associated with prob-
lems learning academic skills but are distinguishable by presence of neurological signs.