Abstract
Given the importance of studying the causes of learning disorders, we designed this case-control study to assess the nasal cavity volume, pharyngeal and palatine tonsils in children with and without learning disabilities. MethodA total of forty-eight children were enrolled in the study: twenty-four coming from the Center for Evaluation and Early Stimulation (CADEP), in which the criterion is the school failure of at least two consecutive years; and twenty-four students with normal learning - which made up the control group. The children were submitted to ENT examination (history, physical examination) and specific tests (acoustic rhinometry, cavum radiography). ResultsThe results showed that students with learning disabilities have a higher prevalence of pharyngeal tonsil hypertrophy: p < 0.001, and palatine tonsil hypertrophy: p < 0.001. The average volume of the nasal cavities showed no statistically significant association with learning difficulties (p = 0.75). ConclusionBased on this study, we concluded that children with adenotonsillar hypertrophy have more learning difficulties when compared to children without such hypertrophy.
Highlights
IntroductionThe term learning refers to the complex frameworks of language, cognitive, physiological, psychological and sociological phenomena associated with being human
According to the National Joint Committee on Learning Disabilities, the term learning disability is a general term that refers to a heterogeneous group of disorders manifested by difficulties in acquiring and using attention, speaking, reading and writing, reasoning and mathematical skills[1].The term learning refers to the complex frameworks of language, cognitive, physiological, psychological and sociological phenomena associated with being human
Based on this study, we concluded that children with adenotonsillar hypertrophy have more learning difficulties when compared to children without such hypertrophy
Summary
The term learning refers to the complex frameworks of language, cognitive, physiological, psychological and sociological phenomena associated with being human. All these factors are involved in the learning mechanism; the pathways through which they interact have not been entirely understood[2]. School failure is a phenomenon that affects the entire Brazilian society, regardless of socioeconomic class - a complex problem that stems from multiple causes. For every 100 children who enter the first grade, only 12 reach the eighth grade. This scenario is worsened in the lower income strata, in which about 80% of the children fail school[3]
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