Learning Disabled Children Research Articles

Effect of Instructional training package on level of Knowledge and practice among primary school teachers regarding identification and management of selected learning disabilities in children

Effect of Instructional training package on level of Knowledge and practice among primary school teachers regarding identification and management of selected learning disabilities in children

Association of Atopic Dermatitis Severity With Learning Disability in Children

Recent population-based data indicate that atopic dermatitis (AD) is associated with learning disability (LD) in children, but the association between AD severity and LD is unknown. To evaluate the association of AD severity with learning problems in children with AD. This cross-sectional study analyzed data of US participants enrolled in the Pediatric Eczema Elective Registry (PEER) between November 1, 2004, and November 30, 2019. Participants were children aged 2 to 17 years at registry enrollment with physician-confirmed diagnosis of AD and had completed 10 years of follow-up in PEER. Atopic dermatitis severity measured by both the Patient-Oriented Eczema Measure (POEM) score and self-report. The POEM scores ranged from 0 to 28, with strata of clear or almost clear skin (0-2), mild (3-7), moderate (8-16), severe (17-24), and very severe (25-28). Self-reported AD severity was categorized as clear skin or no symptoms, mild, moderate, or severe. Learning disability diagnosed by a health care practitioner, as reported by the participants or their caregivers. Among the 2074 participants with AD (1116 girls [53.8%]; median [interquartile range (IQR)] age, 16.1 [13.9-19.5] years at 10-year follow-up), 169 (8.2%) reported a diagnosis of an LD. Children with an LD vs those without an LD were more likely to have worse AD severity, as measured by the median (IQR) total POEM score (5 [1-10] vs 2 [0-6]; P < .001), POEM severity category (moderate AD: 50 of 168 [29.8%] vs 321 of 1891 [17.0%]; severe to very severe AD: 15 of 168 [8.9%] vs 85 of 1891 [4.5%]; P < .001); and self-report (moderate AD: 49 of 168 [29.2%] vs 391 of 1891 [20.7%]; severe AD: 11 of 168 [6.5%] vs 64 of 1891 [3.4%]; P < .001). In multivariable logistic regression models adjusted for sex, age, race/ethnicity, annual household income, age of AD onset, family history of AD, and comorbid conditions, participants with mild AD (odds ratio [OR], 1.72; 95% CI, 1.11-2.67), moderate AD (OR, 2.09; 95% CI, 1.32-3.30), and severe to very severe AD (OR, 3.10; 95% CI, 1.55-6.19) on the POEM were all significantly more likely to have reported an LD than those with clear or almost clear skin. This cross-sectional study found that worse AD severity was associated with greater odds of reported LD, independent of socioeconomic characteristics, AD onset age, and other related disorders. Although additional prospective and mechanistic studies are needed to clarify the association of AD with learning, the findings suggest that children with more severe AD should be screened for learning difficulties to initiate appropriate interventions that can mitigate the consequences of an LD.

The Higher Prevalence of Learning Disabilities in Children With Idiopathic Epilepsy in China

Background: Although school-age children with epilepsy are at a high risk of developing comorbid learning disabilities, there is a lack of empirical research to confirm the prevalence of learning disabilities among children with idiopathic epilepsy in China. Further, previous research has not confirmed whether children with epilepsy have a higher prevalence rate of learning disabilities than other school-age children. Methods: The current study aims to examine the prevalence and gender ratios of dyscalculia, dyslexia, and comorbidity among children with idiopathic epilepsy and other school-age children in China. Specific screening tests in arithmetic fluency (dyscalculia), reading fluency (dyslexia), and their co-occurrence were administered in a large population-based sample of children with epilepsy (N = 2,282) and other school-age children (N = 2,371). The prevalence of dyscalculia, dyslexia and comorbidity were calculated based on three cutoff criteria. Findings: The results showed that children with idiopathic epilepsy, when compared to other school-age children, have significantly higher prevalence rate of dyscalculia (-1 SD cutoff: 7·6% vs. 3·8%, -1·5 SD cutoff: 4·1% vs. 2·4%), dyslexia (-1 SD cutoff: 9·0% vs. 3·7%, -1·5 SD cutoff: 3·9% vs. 2·0%) and comorbidity (-1 SD cutoff: 5·1% vs. 1·4%, -1·5 SD cutoff: 1·5% vs. 0·4%, -2 SD cutoff: 0·4% vs. 0·1%). Moreover, gender differences in the prevalence rate of dyslexia only appeared among other school-age children. Interpretation: The results suggest that children with idiopathic epilepsy are more vulnerable to dyscalculia and dyslexia compared to other school-age children. Risk factors in the idiopathic epilepsy population should be identified to formulate effective prevention strategies. Moreover, gender differences on the prevalence of dyscalculia, dyslexia and comorbidity only exist among typical school-age children, which might be explained by clinical factors related to idiopathic epilepsy, therefore, future studies could make further examination. Funding: Funding Natural Science Foundation of China (Grant No. 31700977, 31671151), Natural Science Foundation of Beijing (Grant No. 5212004), The 111 Project (Grant No. BP0719032), Advanced Innovation Center for Future Education (Grant No. 27900-110631111), Directional Guidance Fund for the Capital Institute of Pediatrics (Grant No. FX-2019-03). Declaration of Interest: We declare no competing interests. Ethical Approval: This study was approved by the Human Research Ethics Committee at the Capital Institute of Pediatrics (approval no.: SHERLL 2019001). We also obtained oral consent from participants and informed consent signed by their guardians.

Neurodevelopmental difficulties as a comprehensive construct of learning disabilities in children with developmental delay: a systematic review

espanolUn numero considerable de estudiantes presenta dificultades de aprendizaje y bajo rendimiento academico, sin embargo su evaluacion no siempre deriva en un diagnostico concreto. Son categorizados como inmaduros, pero no se determinan ni la naturaleza ni las caracteristicas de sus dificultades. El objetivo de este estudio fue identificar los dominios evolutivos afectados en ninos con retraso del desarrollo (RD) con la finalidad de valorar el concepto de dificultades neuroevolutivas como categoria comprensiva y perfil de las dificultades generalizadas de aprendizaje. Para ello, se realizo una revision sistematica en las bases electronicas Medline, PsycINFO, WOS, Eric, Dialnet y CSIC y, tras aplicar los criterios de inclusion, se seleccionaron 18 articulos. Los resultados confirman que RD se utiliza como etiqueta diagnostica para caracterizar a ninos con retrasos significativos en uno o varios ambitos del desarrollo, pero no existe una definicion de consenso ni criterios especificos para su diagnostico, y solo seria de aplicacion a ninos de corta edad. Los dominios afectados coinciden con funciones neuroevolutivas y, en su etiologia, destacan factores de riesgo biologico y ambiental. Las dificultades neuroevolutivas abarcarian un amplio espectro de deficits con distintos niveles de gravedad que, al interactuar entre si, dan lugar a una variedad de perfiles. EnglishA considerable number of students have learning difficulties and low academic performance, yet their evaluation does not always lead to a concrete diagnosis. They are categorized as immature, but neither the nature nor the characteristics of their difficulties are determined. The aim of this study was to identify the developmental domains which are affected in children with developmental delay (DD) in order to assess the concept of neurodevelopmental difficulties as a comprehensive category and profile of generalized learning difficulties. To this end, a systematic review was carried out on the electronic databases Medline, PsycINFO, WOS, Eric, Dialnet and CSIC and, after applying the inclusion criteria, 18 articles were selected. The results confirm that DD is used as a diagnostic label to characterize children with significant delays in one or more developmental domains, but there is no definition of consensus nor specific criteria for its diagnosis, and it would only be applicable to young children. The affected domains coincide with neurodevelopmental functions, and biological and environmental risk factors stand out in their aetiology. Neurodevelopmental difficulties would encompass a wide spectrum of deficits with different levels of severity that, on interacting with each other, give rise to a variety of profiles.

Cognitive styles and specific learning disorders in children and adolescents

IntroductionLearning Difficulties relates to significant and unusual difficulties in the acquisition and use of one or more of the following areas: listening, speaking, reading, writing and mathematical skills. In the last twenty years, following the research conducted by cognitive psychology, from neuropsychology, from pedagogy and from the confrontation between educators and psychologists, the attention was focused on the cognitive modalities of the subjects engaged in learning tasks.ObjectivesThanks to the study of cognitive styles and Learning Styles thelearning subject was placed at the center of the educational project, stimulating from on the one hand there is also reflection on teaching styles and the most appropriate ones methodologies, teaching methods and methods of approaching the individual disciplines and, on the other hand, prompting clinicians to research around the intellectual peculiarities of each subject and a outline a descriptive criterion of his / her cognitive functioning profile.MethodsThe intellectual scale (WISC IV) of 32 children (aged between 7 and 15 years) with specific learning disabilities was analyzed, in order to highlight the underlying intellectual functioning and any cognitive styles.ResultsAccording to the international scientific literature, the results show a greater fall in the area of working memory, followed by the cognitive domain concerning processing speed.ConclusionsIn detail, by analyzing the individual subtests, greater difficulties are noted, at all ages, in the processes of abstraction and conceptualization, in short-term auditory memory, in the speed of processing and visual-praxic motor coordination.

Correlation between primary headaches and learning disabilities in children and adolescents.

Primary headaches (H) and learning disabilities (LD) are frequent in childhood and can coexist in the same subject, but their correlation is not always clear. The aim of our study was to evaluate this relationship considering also any psychopathologies and their influence on the quality of life by considering an aspect such as school absences. One hundred and ninety-three children (8-18y) with H and LD assessed consecutively at the Headache Center of L'Aquila, from 2013 to 2018 are the sample. School problems were evaluated by Italian batteries for LD; psychopathology screening by clinical interview and SAFA test. The sample was divided into 3 groups (group 1: patients with H [N.=122], group 2: patients with LD [N.=37], group 3: patients with H+LD [N.=34]) in order to compare subjects with H and LD vs. subjects having only one disorder. The most prevalent headache diagnosis was migraine without aura, but chronic tension headache (CTH) showed a stronger impact on quality of life. LD have a higher prevalence in our sample (9.44%) than in general Italian population (3.2%). In group 3 was higher prevalence of anxiety disorders (P=0.050) and 50% of patients with CTH was absent from school due to headache. LD can be related to headache chronicization and to a higher prevalence of psychopathologies and school absences, so an early diagnosis of LD in patients with H is crucial to prevent the worsening of the headache itself and of quality of life.

Graphic Design for Children with Learning Disabilities Based on the Isaan Mural Painting

The study of 'Graphic design for children with learning disabilities' is a study that delves into learning-disabled children in the Isaan region. The author used the survey to formulate a graphic and media design model to enhance LD children's learning. This paper is a qualitative study of the data retrieved from the literature review and field data. Target groups include experts, practitioners, and stakeholders. Research instruments are structured and non-structured interviews, observation forms, and tests. The collected data were then analyzed using the 'information processing theory,' 'structural-functional theory,' product design principle, and graphic design element principle. The paper presents the result using descriptive analysis. Based on the study, it was found that the cause for learning disabilities in children living in Isaan mostly concerns with environmental learning disabilities. The best period for children with learning disabilities to effectively receive help is during their early primary or elementary education. The types of learning disabilities that can be found in children in the Isaan region are mostly reading and writing disabilities. Further, it was also revealed that Nakhonratchasima Primary Education Service Area 2 has the highest rate of learning-disabled children in Isaan. Most of the children with learning disabilities did not receive proper care from their caretakers. To identifying children with learning disabilities, the author collaborated with the children's caretakers, schools, Special Education Bureau, and hospitals. Common classroom behaviors among these children are their inability to read and write; this includes difficulties in social interactions and activity participation. As for the learning materials, it is clear that the materials used did not correspond with their special needs due to their disabilities. It is clear that these children need materials made for individual use that does not require participation in front of the class or learning through multimedia. The discovery can be used as a guideline in formulating graphic design. The graphic design should make insignificant information less distinct while reinforcing the main contents with bold lines, complementary colors, page distance, pictures used in representing alphabets, and the adoption of fun and creative characters. As for the material design guideline, the media should focus on one story for individual use. Students should also learn through playing, repeated reading, writing practice, using materials repeatedly without being bored, and can memorize the lessons when participating in hands-on activities.&#x0D; &#x0D; Received: 23 December 2020 / Accepted: 11 February 2021 / Published: 5 March 2021

WITHDRAWN: Speech assistive Tamil learning mobile applications for learning disability children

The learning disability children face the major challenge in the real world as criticism due to unawareness and they become insecure, and secluded from social environments. Over the decades, pedagogical structural management and awareness have been deploying in diverse countries to improve and support the learning disability children. The Dyslexia, Dysgraphia and Dyscalculia are the major syndromes under the learning disability with different comorbid. In this case study, a group of learning-disabled children of age group 9–15, Tamil as their native language has been considered. A clear analysis on specific teaching materials, adoption of unique pedagogies for teaching Tamil language to the children had been carried out prior the implementation of mobile interfaces. The paper presents the various Tamil learning/teaching materials of learning-disabled children, challenges in teaching Tamil to the children and the design and development of the proposed Tamil speech enabled mobile applications for reading and writing disability children. It highlights the significant improvement seen in the children after the introduction of mobile interfaces through pre- and post-assessment.

Applied Integration Model in Education Plan for Learning Recovery

Islamic insurance, which is known as takaful, has been commonly used by people especially in most Muslim countries ever since it was introduced. The system has raised many new inventions to increase the effectiveness and to satisfy the people?s needs. However, the existing models of takaful do not provide plans for learning disabled children, even though their number is increasing year by year. The learning disabled children can achieve a better condition with consistent guidance hence something must be done to help them. This study discusses the takaful the education plan for learning disabled children, which will contribute a lot to their recovery from learning disability. By applying an integrated model of the takaful education plan, a new recovery model of the takaful education plan is proposed, which consists of a plan that may assist the education of the learning disabled children.

Sensory integration therapy (SIT) in the assistance to child population: integrative literature review

Introduction: Sensory Integration is a neurological process that organizes and integrates sensory information in an appropriate way, causing the body to produce adaptive responses. Ayres created the theory and the Sensory Integration Therapy (SIT) to study this brain function and the learning disorders in children that he faced in his professional practice. Objective: To analyze, through a literature review, the benefits of Sensory Integration Therapy in assisting the development of the Child Population. Methods: Searches were made in the BVS, LILACS and Scielo databases, including articles in Portuguese, English and Spanish and excluding theses, dissertations, monographs and repeated articles. After analyzing the articles, 13 of them were selected to compose the present results. Results: After the Sensory Integration Therapy, children started to have better communication, writing and articulation of words, in addition to better social interaction with their own family and with other children. The use of Therapy was seen in contexts of food selectivity and autism, helping the child to identify and organize the information and stimuli received, also influencing the Daily Living Activities such as eating, dressing and cleaning. Conclusion: Sensory Integration Therapy has been increasingly used and required of occupational therapists, to assist the child population for the benefits generated by this approach such as improvement in ADLs and social participation.

Effect of Sensory Integration Approach on Children with Dyspraxia

Aim: The purpose of this study is to evaluate the effect of sensory integration approach on children withDyspraxia.Methods: Totally 30 subjects (15 in experimental group and 15 in control group) of the age group 6-9 years,participated in the current study. The experimental group underwent sensory integration intervention fortwenty eight sessions, whereas control group with no intervention. Statistical “t” test give us the processedresults.Results: Statistical calculated scores shows improvement in praxis through sensory integration amonglearning disabled children.Conclusion: There is significant effect in using sensory integration in improving praxis among learningdisabled children.

Consequences of micro-system setting on different component of learning disability

Learning disability refers to a neurological disorder. This disability affects childs’ thinking and learning process. It affects childs’ ability to learn and engage in activities, his or her self-esteem and ability to evaluate difficult situation and make choices. This can lead to trouble with learning new skills and information. Families of learning disabled child also suffer a lot. They find it difficult to deal with the situation. Present study was carried out in Haryana state on learning disabled boys. Hisar district from Haryana state was selected purposively. From Hisar district Block I was selected on random basis. Hisar city was also selected purposively for urban sample. From Block I five villages named Kaimari, Mangali, Harikot, Daya and Singran were selected randomly. A sample of 60 boys (30 from urban and 30 from rural) with learning disability was selected for the study. Learning disability among boys of 10-12 years age group was taken dependent variable. Indian Adaptation of Stanford – Binet (1971) was administered for diagnosis of learning disability among boys of 10-12 years of age. It has the following components: Language, Mathematics, and Creativity. Different micro system variables were considered as independent variable. Results discovered that majority of the respondents were found in below average category for language and mathematics components of learning disability. Result further found that most of the boys were found in above average category in creativity component of learning disability.

Exploring Convolutional Neural Networks Architectures for the Classification of Hand-Drawn Shapes in Learning Therapy Applications

A positive consequence of the existence of a more inclusive society is the appearance of protocols to help identify those in need. One of these protocols is the application of tests with the aim to detect learning disabilities in children so that opportune intervention could be made. These advances, though, also pose challenges to the responsible to administer these tests, for example, the large number of tests to evaluate that make the process lengthy at the best. In this study, we implement a Convolutional Neural Network (CNN) model for the automatic classification of hand-drawn drawings of the Bender Gestalt Test (BGT), which is a test that evaluates the perceptual-motor maturity and perceptual disorder on individuals. In BGT, nine different drawings are presented to the patient who must reproduce them using pencil and paper. This study focuses on the automatic detection of the traces and their classification, then aiming to expedite the test evaluation process. Our proposed task-specialized CNN, named CNN4-Bender, is compared against other eleven neural-network based models registering an average performance of 91.56%, surpassed only by ResNet50 but with a high computational cost in this last one. To further evaluate our model we also consider other classification tasks that include the MNIST and OIHACDB datasets, where the CNN4-Bender architecture obtains a competitive performance and in some cases outperforms state-of-the-art models.

Listening to the views of people with learning disabilities

▪ We asked ten clients for their opinions of receiving support from the National Health Service (NHS) learning disabilities child and adolescent mental health service (LD CAMHS).▪ Clear communication, being heard and understanding the goals were identified as being important.▪ New service standards have been developed based on the feedback.▪ The information gathered could be useful for other learning disability services.

MathFun: A Mobile App For Dyscalculia Children

Learning disability can vary from dyslexia (reading), dyscalculia (math) and dysgraphia (writing) where it focuses on certain learning disability that is being faced by the children. Dyscalculia is one of the common learning disabilities where in this category children are lack in ability of studying the math. However, with the enhancement of technologies, variety of application can be created in aiding the children learning process such as mobile learning by using mobile app. This paper focuses on the findings from the result of the MathFun app on the effectiveness towards enhancing the learning process for the learning disability children. MathFun is a mobile app created by following the Calculic Model approach for Malaysia Dyscalculia children. Usability was performed in order to assess the usability and verifying the effectiveness of MathFun. This study involved 3 teachers and three children. Descriptive analysis was performed from the collected data. Based on the outcome, it’s shows that the MathFun app able to help and improve the learning and has the potential to be use in the classrooms.

Epilepsy with eyelid myoclonias and Sotos syndrome features in a patient with compound heterozygous missense variants in APC2 gene

Epilepsy with eyelid myoclonias and Sotos syndrome features in a patient with compound heterozygous missense variants in APC2 gene

QEEG coherence patterns related to mathematics ability in children

The current study investigates the utility of resting-state EEG coherence values in predicting standardized math scores in children. Quantitative EEG and standardized academic achievement analyses were performed on 60 school-aged children. Analyses assessing intrahemispheric coherence at rest were conducted across the sample of participants and several coherence networks were extracted and compared to standardized math achievement values. Specifically, networks that included Brodmann area 40 (a brain region involved in the cognitive processes responsible for mathematics performance) and whose coherence values were significantly correlated with standardized math scores were examined. Results indicate a total of four coherence networks, two in each hemisphere, that have utility in predicting general math skills in children. In addition to BA 40, these coherence networks include BAs in the right temporal lobe, right frontoparietal lobe, left superior temporal lobe, and the left medial prefrontal cortex. These findings address the current dearth of research on the neurological connectivity patterns that are foundational for mathematics abilities in children. Further, these results lay a foundation for the supplementary use of EEG in the assessment and identification practices surrounding math learning disabilities in children and additionally provide a neurocognitive framework upon which intervention research may be targeted.

Quantitative EEG in Childhood Attention Deficit Hyperactivity Disorder and Learning Disabilities

The clinical use of the quantitative EEG (QEEG) from the pioneering work of John has received a new impetus thanks to new neuroimaging techniques and the possibility of using a number of normative databases both of normal subjects and of subjects with definite pathologies. In this direction, the term personalized medicine is becoming more and more common, a medical procedure that separates patients into different groups based on their predicted response to the quantitative EEG. This has allowed the study of single subjects and to customize health care, with decisions and treatments tailored to each individual patient, as well as improvement of knowledge of the pathophysiological mechanisms of specific diseases. This review article will present the most recent evidence in the field of developmental neuropsychiatric disorders obtained from the application of quantitative EEG both in clinical group studies (attention deficit hyperactivity disorder, developmental dyslexia, oppositional defiant disorder) and in individual case studies not yet published.

Conditions requiring hospitalisations, more than general anaesthesia itself, are associated with diagnosis of learning disorders in children

BackgroundAnaesthesia is neurotoxic in developing primates. Retrospective clinical studies show a correlation between exposure to anaesthesia during infancy and the occurrence of learning disorders (LD). Prospective studies failed to detect any influence of a single exposure to anaesthesia on neurodevelopment. We hypothesised that some specific populations of children were electively sensitive to anaesthesia-related neurotoxicity. MethodsUsing a case-control design, we analysed the medical histories of children with LD, compared to those of their normally reading siblings. Interviews were conducted and medical records were reviewed. The numbers of hospitalisations and anaesthesia exposures before the age of five years were determined. ResultsFour hundred fourteen dyslexic children were screened over a one-year period. Two hundred and seventy patients were excluded due to confounding variables (single child, all siblings showing LD or any condition placing the neurological prognosis at risk (N = 107/414 for the latter)) or inability to accurately collect evaluation criteria. In the 144 case-control pairs studied, the mean number of hospitalisations was significantly different (N = 1.097 ± 0 .135/case versus 0.667 ± 0.097/control, p = 0.0052), as was the proportion of hospitalised patients (54.2% versus 38.9%, p = 0.0031). The mean number of anaesthesia exposures per individual was not statistically different (N = 0.958 ± 0.183/case versus 0.569 ± 0.107/control, p = 0.0732), but the proportion of children anaesthetised at least once was (43.8% (cases) versus 33.3% (controls), p = 0.0301). DiscussionOne or more hospitalisation(s) may reflect a health status and/or have an iatrogenic effect disrupting the normal setting up of learning abilities. Anaesthesia may play a role, but a correlation between LD and anaesthesia is of a lower magnitude than between LD and hospitalisation.

Learning disability imagined differently: an evaluation of interviews with parents about discovering that their child has down’s syndrome

This article presents findings of a qualitative research study evaluating interviews with eight parents about their experience of discovering their child has Down's Syndrome. The article presents five themes emerging from a qualitative research study using Interpretative Phenomenological Analysis (IPA) as an evaluation method. The themes comprise what it is that makes a life worth living, the loss of an illusion, the language we use to speak about learning disability, the myths that surround it and wider issues of belonging. The diagnosis of a child with Down’s Syndrome confronts parents with neoliberal values, that are underpinned by the idea that happiness and fulfilment are derived from independence, success and economic productivity. As a learning disabled child is welcomed into the family, an opportunity is presented to question our assumptions and beliefs about learning disability, to re-evaluate what we mean by normal, to challenge neoliberal values and to imagine disability differently. Points of interest This article illustrates the complex issues that arise for parents on the diagnosis of a baby with Down’s syndrome. The arrival of a learning-disabled child in the family is an opportunity to challenge neoliberal ideas that equate happiness and fulfilment with independence and economic productivity. The interviews illustrate how an experience of welcoming a child with Down’s Syndrome into the family can offer opportunities for personal growth. It can be hard to find a language to speak about learning disability and the language available to us reflects a complicated history of how learning disability is perceived. Listening to the experience of loss shared by parents of children with Down’s Syndrome can help us connect to the uncertain futures of all children in a precarious world. To imagine disability differently involves perceiving difference itself as an opportunity to discover new ways of participating in communities.