“Learning Disability- A Systematic Review”
Keywords:
Cause, Prevalence, Teaching Strategies, Intervention.Abstract
Background and aim: Despite the fact that learning disabilities are chronic disorders that cannot be cured, individuals with these conditions can succeed in their studies, careers, and communities with the help of appropriate diagnosis, treatment, and care. The aim of this paper is to review risks, emerging issues, adjustments, and educational interventions for individuals with learning disabilities.
Methods: 504 articles were searched (Google Scholar, PubMed), 49 were selected based on quality and relevance, published between 2005-2022. Additional materials were obtained from the bibliographies, and titles and abstracts were reviewed to ensure they met inclusion/exclusion criteria.
Results: This paper reports the findings of 49 studies reviewed which state the following: Individuals with learning disabilities have low self-esteem, cognitive impulsivity, and difficulties in selective attention tasks. Poor academic performance and bullying are linked to emotional problems in children with LD. Mindfulness meditation has been shown to help reduce anxiety and promote social skills and academic outcomes in this population. Teachers need to broaden their teaching strategies to better meet the needs of students with learning disabilities, and technology can improve academic performance for these students. Teachers play a vital role in recognising patterns of learning disabilities and providing personalized intervention, and counselling initiatives and equal treatment from teachers can help minimize bullying.
Conclusion: This study offers an up-to-date, thorough assessment of the literature on persons with learning disabilities that will be helpful to organizations who offer psychological support to people with learning disabilities.
References
Al-Yagon, M. (2007). Socioemotional and Behavioral Adjustment Among School-Age Children With Learning Disabilities. The Journal of Special Education, 40(4), 205–217. doi:10.1177/00224669070400040201
Atanga, C., Jones, B. A., Krueger, L. E., & Lu, S. (2020). Teachers of Students With Learning Disabilities: Assistive Technology Knowledge, Perceptions, Interests, and Barriers. Journal of Special Education Technology, 35(4), 236–248. https://doi.org/10.1177/0162643419864858
Beauchemin, J., Hutchins, T. L., & Patterson, F. (2008). Mindfulness Meditation May Lessen Anxiety, Promote Social Skills, and Improve Academic Performance Among Adolescents With Learning Disabilities. Complementary Health Practice Review, 13(1), 34–45. doi:10.1177/1533210107311624
Ciullo, S., Ely, E., McKenna, J. W., Alves, K. D., & Kennedy, M. A. (2019). Reading Instruction for Students With Learning Disabilities in Grades 4 and 5: An Observation Study. Learning Disability Quarterly. https://doi.org/10.1177/0731948718806654
DeSimone, J. R., & Parmar, R. S. (2006). Middle School Mathematics Teachers’ Beliefs About Inclusion of Students with Learning Disabilities. Learning Disabilities Research and Practice, 21(2), 98–110. doi:10.1111/j.1540-5826.2006.00210.x
Estell, D. B., Jones, M. H., Pearl, R., Van Acker, R., Farmer, T. W., & Rodkin, P. C. (2008). Peer Groups, Popularity, and Social Preference. Journal of Learning Disabilities, 41(1), 5–14. doi:10.1177/0022219407310993
García-Redondo, P., García, T., Areces, D., Núñez, J. C., & Rodríguez, C. (2019). Serious Games and Their Effect Improving Attention in Students with Learning Disabilities. International Journal of Environmental Research and Public Health, 16(14), 2480. https://doi.org/10.3390/ijerph16142480
Gaetano Rappo, M. A. (2014). Depression, Anxiety at School and Self-Esteem in Children with Learning Disabilities. Journal of Psychological Abnormalities in Children, 03(03). doi:10.4172/2329-9525.1000125
Ghimire, S. (2017). Knowledge of Primary School Teacher Regarding Learning Disabilities in School Children. Journal of Nobel Medical College, 6(1), 29–35. https://doi.org/10.3126/jonmc.v6i1.18084
Grills-Taquechel, A. E., Fletcher, J. M., Vaughn, S. R., & Stuebing, K. K. (2011). Anxiety and Reading Difficulties in Early Elementary School: Evidence for Unidirectional- or Bi-Directional Relations? Child Psychiatry & Human Development, 43(1), 35–47. doi:10.1007/s10578-011-0246-1
Heiman, T. (2006). Social support networks, stress, sense of coherence and academic success of university students with learning disabilities. Social Psychology of Education, 9(4), 461–478. doi:10.1007/s11218-006-9007-6
Hen, M., & Goroshit, M. (2012). Academic Procrastination, Emotional Intelligence, Academic Self-Efficacy, and GPA. Journal of Learning Disabilities, 47(2), 116–124. doi:10.1177/0022219412439325
Hoeft, F., Hernandez, A., McMillon, G., Taylor-Hill, H., Martindale, J. L., Meyler, A., Gabrieli, J. D. E. (2006). Neural Basis of Dyslexia: A Comparison between Dyslexic and Nondyslexic Children Equated for Reading Ability. Journal of Neuroscience, 26(42), 10700–10708. doi:10.1523/jneurosci.4931-05.2006
Ibrahim, R., Hock, K., Handrianto, C., Rahman, M., & Dagdag, J. (2021). Perceptions of Parents And Teachers on Students With Learning Disabilities (SLD) In Malaysia. International Journal of Education, Information Technology, and Others, 4(2), 287-298. https://doi.org/10.5281/zenodo.5057585
Joshi, G., & Bouck, E. C. (2017). Examining Postsecondary Education Predictors and Participation for Students With Learning Disabilities. Journal of Learning Disabilities, 50(1), 3–13. https://doi.org/10.1177/0022219415572894
Kaur, D., Koval, A., & Chaney, H. (2017). Potential of Using iPad as a Supplement to Teach Math to Students with Learning Disabilities. International Journal of Research in Education and Science, 3(1), 114–121. https://doi.org/10.21890/ijres.02349
Khasawneh, M. A. S. (2021). Self-Regulation among students with learning disabilities in English language and its relationship to some variables M. International Journal of Multidisciplinary Research and Growth Evaluation, 2(3), 407–412.
Khasawneh, M. a. S., & Al-Rub, M. A. (2020). Development of Reading Comprehension Skills among the Students of Learning Disabilities. Universal Journal of Educational Research. https://doi.org/10.13189/ujer.2020.081135
Khouri, M., Lipka, O., & Shecter-Lerner, M. (2019). University faculty perceptions about accommodations for students with learning disabilities. International Journal of Inclusive Education, 26(4), 365–377. https://doi.org/10.1080/13603116.2019.1658812
Lackaye, T. D., & Margalit, M. (2006). Comparisons of Achievement, Effort, and Self-Perceptions Among Students With Learning Disabilities and Their Peers From Different Achievement Groups. Journal of Learning Disabilities, 39(5), 432–446. doi:10.1177/00222194060390050501
Lipka, O., Khouri, M., & Shecter-Lerner, M. (2020). University faculty attitudes and knowledge about learning disabilities. Higher Education Research and Development, 39(5), 982–996. https://doi.org/10.1080/07294360.2019.1695750
McGrath, A. R., & Hughes, M. T. (2018). Students With Learning Disabilities in Inquiry-Based Science Classrooms: A Cross-Case Analysis. Learning Disability Quarterly, 41(3), 131–143. https://doi.org/10.1177/0731948717736007
Miller-Shaul, S. (2005). The characteristics of young and adult dyslexics readers on reading and reading related cognitive tasks as compared to normal readers. Dyslexia, 11(2), 132–151. doi:10.1002/dys.290
Mohammad Abedrabbu Alkhawaldeh and Mohamad Ahmad Saleem Khasawneh, “Learning Disabilities in English at the Primary Stage: A Qualitative Study from the Students’ Perspective,” International Journal of Multidisciplinary Research and Publications (IJMRAP), Volume 4, Issue 1, pp. 42-45, 2021.
Moriña, A. (2019). The keys to learning for university students with disabilities: Motivation, emotion and faculty-student relationships. PLOS ONE, 14(5), e0215249. https://doi.org/10.1371/journal.pone.0215249
Moriña, A. (2019). The keys to learning for university students with disabilities: Motivation, emotion and faculty-student relationships. PLOS ONE, 14(5), e0215249. https://doi.org/10.1371/journal.pone.0215249
Moll, K., Göbel, S. M., Gooch, D., Landerl, K., & Snowling, M. J. (2014). Cognitive Risk Factors for Specific Learning Disorder. Journal of Learning Disabilities, 49(3), 272–281. doi:10.1177/0022219414547221
Ok, M. W., & Bryant, D. P. (2016). Effects of a Strategic Intervention With iPad Practice on the Multiplication Fact Performance of Fifth-Grade Students With Learning Disabilities. Learning Disability Quarterly, 39(3), 146–158. https://doi.org/10.1177/0731948715598285
Ouherrou, N., Elhammoumi, O., Benmarrakchi, F. E., & Kafi, J. E. (2019). Comparative study on emotions analysis from facial expressions in children with and without learning disabilities in virtual learning environment. Education and Information Technologies, 24(2), 1777–1792. https://doi.org/10.1007/s10639-018-09852-5
Padhy, S. K., Goel, S., Das, S., Sarkar, S., Sharma, V., & Panigrahi, M. (2016). Prevalence and Patterns of Learning Disabilities in School Children. Indian Journal of Pediatrics, 83(4), 300–306. https://doi.org/10.1007/s12098-015-1862-8
Pimperton, H., & Nation, K. (2012). Poor Comprehenders in the Classroom. Journal of Learning Disabilities, 47(3), 199–207. doi:10.1177/0022219412454172
Rousselle, L., & Noël, M.-P. (2007). Basic numerical skills in children with mathematics learning disabilities: A comparison of symbolic vs non-symbolic number magnitude processing. Cognition, 102(3), 361–395. doi:10.1016/j.cognition.2006.01.0
Rubinsten, O., & Tannock, R. (2010). Mathematics anxiety in children with developmental dyscalculia. Behavioral and Brain Functions, 6(1), 46. doi:10.1186/1744-9081-6-46
Sáenz, L. M., Fuchs, L. S., & Fuchs, D. (2005). Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities. Exceptional Children, 71(3), 231–247. doi:10.1177/001440290507100302
Satsangi, R., Bouck, E. C., Taber-Doughty, T., Bofferding, L., & Roberts, C. A. (2016). Comparing the Effectiveness of Virtual and Concrete Manipulatives to Teach Algebra to Secondary Students With Learning Disabilities. Learning Disability Quarterly, 39(4), 240–253. https://doi.org/10.1177/0731948716649754
Satsangi, R., Hammer, R., & Hogan, C. D. (2019). Video Modeling and Explicit Instruction: A Comparison of Strategies for Teaching Mathematics to Students with Learning Disabilities. Learning Disabilities Research and Practice, 34(1), 35–46. https://doi.org/10.1111/ldrp.12189
Snowling, M. J., Muter, V., & Carroll, J. (2007). Children at family risk of dyslexia: a follow-up in early adolescence. Journal of Child Psychology and Psychiatry, 48(6), 609–618. doi:10.1111/j.1469-7610.2006.01725.x
Swanson, H. L., & Jerman, O. (2007). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology, 96(4), 249–283. doi:10.1016/j.jecp.2006.12.004
Tanimoto, S., Thompson, R., Berninger, V. W., Nagy, W., & Abbott, R. D. (2015). Computerized writing and reading instruction for students in grades 4-9 with specific learning disabilities affecting written language. Journal of Computer Assisted Learning, 31(6), 671–689. doi:10.1111/jcal.12110
Terras, M. M., Thompson, L. C., & Minnis, H. (2009). Dyslexia and psycho-social functioning: an exploratory study of the role of self-esteem and understanding. Dyslexia, 15(4), 304–327. doi:10.1002/dys.386
Terrazas-Arellanes, F. E., M, A. J. G., Strycker, L. A., & Walden, E. D. (2018). Impact of interactive online units on learning science among students with learning disabilities and English learners. International Journal of Science Education, 40(5), 498–518. https://doi.org/10.1080/09500693.2018.1432915
Van Garderen, D. (2006). Spatial Visualization, Visual Imagery, and Mathematical Problem Solving of Students With Varying Abilities. Journal of Learning Disabilities, 39(6), 496–506. doi:10.1177/00222194060390060201
Walker, A., & Nabuzoka, D. (2007). Academic Achievement and Social Functioning of Children With and Without Learning Difficulties. Educational Psychology, 27(5), 635–654. doi:10.1080/01443410701309175
Westendorp, M., Hartman, E., Houwen, S., Smith, J., & Visscher, C. (2011). The relationship between gross motor skills and academic achievement in children with learning disabilities. Research in Developmental Disabilities, 32(6), 2773–2779. doi:10.1016/j.ridd.2011.05.032
Wilson, A. M., Deri Armstrong, C., Furrie, A., & Walcot, E. (2008). The Mental Health of Canadians With Self-Reported Learning Disabilities. Journal of Learning Disabilities, 42(1), 24–40. doi:10.1177/0022219408326216
Yang, X., & Xin, Y. (2021). Teaching Problem Posing to Students With Learning Disabilities. Learning Disability Quarterly, 45(4), 280–293. https://doi.org/10.1177/0731948721993117
Xiao, X.-Y., & Ho, C. S.-H. (2013). Weaknesses in Semantic, Syntactic and Oral Language Expression Contribute to Reading Difficulties in Chinese Dyslexic Children. Dyslexia, 20(1), 74–98. doi:10.1002/dys.1460
Young, M., Courtad, C. A., Douglas, K. M., & Chung, Y. (2019). The Effects of Text-to-Speech on Reading Outcomes for Secondary Students With Learning Disabilities. Journal of Special Education Technology, 34(2), 80–91. https://doi.org/10.1177/0162643418786047
Yu, M., Novak, J. A., Lavery, M. R., Vostal, B. R., & Matuga, J. M. (2018). Predicting College Completion Among Students with Learning Disabilities. Career Development for Exceptional Individuals, 41(4), 234–244. https://doi.org/10.1177/2165143417750093
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Indian Journal of Clinical Psychology
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
