Prevalence Of Learning Disabilities Research Articles

Teachers empowerment: A transformative approach to mental health, learning disabilities, and inclusive education

This comprehensive review article looks into teachers’ transformative role in addressing the intersecting challenges of mental health, learning disabilities (LDs), and inclusive education. Recognizing the global prevalence and impact of these issues, the article emphasizes the crucial involvement point of the school environment. Despite teachers’ potential, challenges such as a lack of knowledge and confidence in understanding and handling mental health conditions and LDs persist. The proposed solutions advocate for targeted training programs and collaboration with mental health professionals, backed up by a hybrid approach that combines in-person and online learning. The article also delves into the educational landscape, addressing issues such as learning difficulties, the prevalence of LDs, and the role of teachers as intermediaries in early identification and support. It concludes by emphasizing the importance of closing the gap between policy intent and practical implementation for every student’s holistic well-being and academic success.

PREVALENCE OF LEARNING DISABILITY IN THE MOROCCAN CONTEXT: EPIDEMIOLOGICAL STUDY

The interest given to the manifestations and repercussions of learning disability (LD) is relatively recent in Morocco, not only in research but also in endorsing students and their families to contribute to the assessment of learning disability and how prevalence it, as well as the factors which may influence it, particularly factors linked to the socio-economic level, gender, genetics, and the linguistic environment. This work aims to study LD prevalence, considering the Moroccan educational system specificity. It was conducted based on three main steps: identification, screening, and diagnosis and carried out with 14,605 primary school pupils in 63 public and 16 private schools from 2012 to 2018. The identification is based on tests that seek to assess spelling in Arabic, French, along with arithmetic, to be administered collectively to the students. Screening and diagnosis are undertaken by multidisciplinary teams comprising speech therapists, neuropsychologists, psychologists, psychomotor therapists, and child psychiatrists. As a result, it was revealed that 12% of the students screened present at least one specific learning incident with specific reading disorder (dyslexia) at 11.6% of our sample. Moreover, the specific spelling disorder with a prevalence of 11.52%, and dysgraphia with a prevalence of 4.6%, while in 3% of our sample, we suspected specific disorder of arithmetic skills (dyscalculia). These disorders affect two times more boys than girls. Additionally, their rate is significantly impacted by genetic heritage and linguistic environment. However, the association between the socio-economic profile and the prevalence of learning disabilities has not been established.

Are developmental learning disorders risk factors for late‐onset Alzheimer's disease?

AbstractBackgroundFactors associated with early life educational performance can be related to neurodevelopment, cognitive functioning and, consequently, the risk for dementia, but have received less attention than adult biomarkers.MethodA systematic review of the evidence available up to October 2020 in PubMed and Scopus was carried out. Original articles addressing both developmental learning disorders (LD) and late‐onset neurodegenerative diseases (NDD) were included.ResultA significant prevalence of LD was found in patients with atypical variants of Alzheimer's disease (AD). Furthermore, an association was found between primary progressive aphasia ‐ logopenic variant and language‐related LD, and also between posterior cortical atrophy and non‐language‐related LD. These results could be explained by the selective vulnerability hypothesis, which states that the vulnerability of a particular brain network or area could predispose both to developmental LD and late‐onset NDD.ConclusionDevelopmental LDs can be considered as risk factors for late‐onset NDD, especially for atypical AD variants. Given the scarcity of results and the limitations reported, a greater number of studies are required, with larger samples and, preferably, of longitudinal design in order to address this issue.

Stimulating strategies of self-regulated learning for high-school students with learning difficulties

In the actual contemporary society there are more and more children with disabilities, and the most frequently requested are the Special Educational Needs (SEN), associated with other disabilities that are unnoticed until advanced ages and this because some parents refuse to realise the situation in which their child is. The prevalence of learning disabilities has increased significantly. This is one of the reasons for choosing this topic which is still relevant, the applicability is increasing both in the social system and in the education subsystem. The main objective of this paper is to highlight the learning difficulties that students face in high school. On the other hand, another objective is to illustrate the stimulating strategies for self-regulated learning and assessment. In some cases, age-specific difficulties arise during this period due to the dynamic nature of the school climate. From a pedagogical point of view, the emphasis should be on cognitive development, on the skills needed for the social integration of all students, regardless of origin, nationality and development level. Learning involves overcoming barriers, removing obstacles during individual or collective learning (Popa, D., 2013). Almost forgotten for a long time, the pedagogy of children with learning difficulties has seen a significant increase, especially during the recent years. While looking for ways to a successful learning, it should be considered the use of some methods and planning to reduce learning difficulties for students. Considering that school education (school learning) is a dominant exercise through play, especially during childhood, we must also consider the possibility of frequent learning difficulties, especially regarding children.

CLINICAL STUDIES ON LEARNING DISORDER IN AYURVEDA - A REVIEW

Learning disorders are defined as problems in securing of developmental skills, academic achievement, social adjustment and secondarily emotional growth and development as a consequence of perceptual and linguistic processing deficits. The prevalence of learning disorders is 15.17 % in Southern India. In ayurvedic classics no separate narrative of such disease is seen, but many times delayed developmental skills such as Vāksḳalanam, alpamedha-smṛti etc. are stated and different remedies are considered for them. The Indriyās (sense faculties), Manas (mind), Buddhi (intellect) are comprised in the process of Jñānotpatti. Any altered function in these components hampers the learning process. Even if several studies have been conducted in Ayurveda on Learning disorder, the area remains still non conclusive. This is an attempt to report the studies from the postgraduate institute for Ayurveda psychiatry, with the available conclusions so as to augment the accessible possibilities in the clinical practice.

Prevalence of Learning Disabilities Among Chinese Children, Adolescents, and Young Adults: Comorbidity, Age Trend, and Gender Differences

Background: Early identification and prevalence estimates of learning disabilities (LDs) is critical to future intervention. However, in China, most studies were conducted in a single area and they only investigated children of a specific age group. There still lacks a large-sample study on the prevalence of LDs and their comorbidities in Chinese children, adolescents, and young adults. Methods: For the first time, this study examined the prevalence of LDs and their comorbidity rates and age trend and gender difference in 9236 Chinese children (6–11 years old, mean age = 9.55, standard deviation (SD) = 1.17), adolescents (12–17 years old, mean age = 14.03, SD = 1.65), and young adults (18–35 years old, mean age = 20.63, SD = 2.72). Computerized screening tests addressing arithmetic fluency (dyscalculia), reading fluency (dyslexia), and their comorbidity were administered in a large population-based sample of children (n = 3541, 1833 males and 1708 females), adolescents (n = 3641, 1928 males and 1713 females), and young adults (n = 2054, 1045 males and 1009 females). The prevalence of dyscalculia, dyslexia, and comorbidity were analyzed based on two cutoff criteria. Findings: The results showed that with -1 SD cutoff criteria, the prevalence rates of dyscalculia and dyslexia were 10.8% and 12.3%, respectively. The comorbidity rate of dyscalculia with reading disabilities was 34.8% and the comorbidity rate of dyslexia with arithmetic disabilities was 29.6%. Using -1.5 SD cutoff criteria, the prevalence rates of dyscalculia and dyslexia were 5.8% and 6.3%, respectively. The comorbidity rate of dyscalculia with reading disabilities was 24.3% and the comorbidity rate of dyslexia with arithmetic disabilities was 22.3%. When more stringent cutoff criteria were applied, the comorbidity rates of dyscalculia and dyslexia decreased. Among the three age groups, children showed the highest prevalence rate of dyscalculia and dyslexia. In addition, we observed a preponderance of males with dyslexia, whereas the gender ratio for dyscalculia was balanced among the three age groups. Interpretation: These findings suggested that the prevalence rates of dyscalculia and dyslexia in China are similar to that of other counties. The comorbidity rates of dyscalculia and dyslexia decreased as cutoff criteria became more stringent, suggesting that dyslexia and dyscalculia may have a common biological basis. Under the two cutoff criteria among the three age groups, the prevalence rate of dyslexia was higher than dyscalculia, which suggested that dyslexia affected a wider population than dyscalculia. Children were more vulnerable to dyscalculia and dyslexia compared to adolescents and young adults. Among the three age groups, gender differences existed in the prevalence rate of dyslexia; males were more likely to have dyslexia than females. Funding: This study is funded by the 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). Declaration of Interest: We declare no competing interests. Ethical Approval: The study design was approved by the State Key Laboratory of Cognitive Neuroscience and Learning at Beijing Normal University and the school principals.

Students With Learning Disabilities in the Brazilian Juvenile Justice System

This article describes the Brazilian juvenile justice system and the educational rights of incarcerated adolescents with learning disabilities, to discuss how and why they are “invisible” and deprived of adequate treatment for their specific needs. The main reasons reside (a) in the complex national legal structure of the juvenile justice system; (b) in the lack of specific legislation concerning the rights of students with learning disabilities in general and of incarcerated adolescents in particular, both groups not eligible for special education services; and (c) the general difficulty to diagnose learning disabilities, especially in correctional facilities. Paradoxically, despite the complexity of the juvenile justice system legal organization, nationally, there is no specific law on education for incarcerated adolescents; moreover, the lack of data collection on the prevalence of learning disabilities does not allow the federated states to create suitable laws and programs.

Learners’ experience and perceived impact of a health literacy program in adult basic education: a qualitative study

Qualitative interview study. We conducted semistructured interviews as part of the evaluation of the 18-week health literacy program, with participants purposively recruited from six health literacy classes (n = 22). Researchers trained in qualitative methods interviewed adult learners either face to face or over the phone using a topic guide. Data was analysed using the Framework method, a matrix-based approach to thematic analysis. The majority of interviewees were female, lived in metropolitan areas and were from non-English-speaking backgrounds. Most had existing self-reported health problems and inadequate functional health literacy. Most participants described positive impacts of the health literacy course on their language, literacy and numeracy skills, functional health literacy skills, and health knowledge. They also reported being able to translate this into health actions including interacting with providers, accessing and using healthcare, and managing health and illness (e.g. making healthier food choices). Learners also described positive social outcomes of the course, including feelings of connectedness and interpersonal trust within a new network of learners, and reported sharing new knowledge with others in their communities. The findings add value to existing limited evidence that has demonstrated the untapped potential of adult basic education to develop health literacy skills among socially disadvantaged groups. Learners valued the opportunity to share experiences in structured group learning, and reported confidence to transfer new knowledge into their home and wider social network.

Prevalence Rates of Students Identified for Special Education and Their Interstate Variability: A Longitudinal Approach

We investigated the variability across states in the prevalence of learning disabilities (LD) as reported by the U. S. Department of Education’s Office of Special Education Programs (OSEP). This expanded upon the work of Hallahan and colleagues on interstate prevalence rate variability of special education disability categories by focusing on a longitudinal analysis. Furthermore, we examined the effect of response to intervention (RTI) on the change in identification of LD more than 12 years from Fall 2000 through Fall 2011 for ages 6 to 17 years. We used the coefficient of variation (CV) to compare variability of prevalence rates and applied a piecewise regression to examine the effect of RTI. The results are consistent with Hallahan and colleagues’ previous findings—LD continues to demonstrate the least prevalence rate variability across states of all disability categories. LD prevalence variability is almost as minimal as that of some naturally occurring and medically diagnosed conditions (e.g., diabetes, asthma). We discuss these results within the context of changing LD identification methods, such as RTI, and decreasing prevalence of LD, suggesting possible reasons for potential changes in both prevalence and its interstate variability in the future.

Prevalence of learning disabilities among a sample of primary school students

Objective The aim was to assess the prevalence and sociodemographic risk factors of learning disabilities in primary school students studying in a governmental school. Participants and methods The present cross-sectional study was conducted on primary school children. A total of 218 students, of both sexes, represented all primary grades. All students were subjected to modified psychometric tool (MST) to identify the risk students. The students with risk of learning disorders (LDs) on MST were evaluated by the following: (a) visual acuity, hearing test, and intelligent quotient and (b) semistructured clinical interview to confirm diagnosis of LDs according to DSM-IV. In addition, our study explored the correspondence between the prevalence of LDs and the following variables: age, sex, grade level, family history, order of birth of child, and history of epilepsy or severe trauma. Finally, assessment of socioeconomic status was done to identifying the social standards of students’ families. Results A total of 36 (16.5%) students of the total screened (n=218) were identified as at risk by MST; of them, six students had visual and hearing impairment and were excluded from the study. There was increasing prevalence of identified LDs with increasing age, grade level, positive family history, and history of epilepsy. Moreover, students who were identified with LDs were more likely to be from low socioeconomic status. In addition, an association was found between LDs and language developmental delay. Conclusion Learning disabilities were common in primary school students. Screening students for such disorder should be recognized and identified right within the primary school level.

Learning disabilities in Canada: Definitions and accommodations.

Learning disabilities (LD) affect many students in Canada. The best estimate of the prevalence of LD among children is 3.2% (Brennan, 2009; Learning Disabilities Association of Canada, 2017). Similarly, Bizier, Till, and Nicholls (2015) reports that 2.0% of the Canadian population between the ages of 15 and 24 have a diagnosed LD. However, the concept of LD is not uniformly defined across Canada, and consequently, any measure of national prevalence regarding individuals with LD is likely to be inaccurate. For example, in both the 2006 Participation and Activity Limitation Survey (Brennan, 2009) and the 2012 Canadian Survey on Disability (Bizier, Till, & Nicholls, 2015), LD are defined as attention deficit disorder (ADD), attention-deficit/hyperactivity disorder (ADHD), dyslexia, and other developmental disabilities of scholastic skills. In comparison, the Learning Disabilities Association of Canada (LDAC) does not share the same definition and makes no explicit mention of ADHD and ADD in their explanations of LD. Including ADHD individuals in the definition of LD is likely to inflate the prevalence of LD in the nation as treatments and services for those with ADHD and LD vary greatly. A lack of a clear and easily explained definition of LD can affect variability in prevalence and services for individuals with LD (Scruggs & Mastropieri, 2002). Understanding the differences can contribute to the development of a widely accepted definition that can then allow for the implementation of better practices concerning LD across the country. This review aims to identify commonalities and differences among policies regarding accommodations for students with LD in different Canadian provinces and territories. It also aims to promote the goal of standardizing the definition of LD and empirically supported accommodations across Canada to ensure equal opportunity for all Canadian students with LD.Defining LDThere exists much variability in the way LD is defined across research, political, and clinical contexts. The Diagnostic and Statistical Manual of Mental Disorders (DSM; American Psychiatric Association, 2013) includes diagnostic criteria for specific learning disorders and specifies that these disorders are neurodevelopmental in nature and affected individuals experience significant difficulty with academic ability and skills. Moreover, the fifth edition of the DSM (DSM-5) outlines three different types of specific learning disorders, including impairments in reading, written expression, and mathematics. These impairments present themselves in mild, moderate, or severe forms and are separately evaluated from ADHD. However, despite the updated DSM-5 definition, definitions of LD in research, clinical settings, and educational settings and policies differ. The general problem regarding LD is that the definitions often lack enough specificity and are mostly understood as generalised learning problems (Kavale & Forness, 2000). Moreover, the lack of an agreed upon and functional definition of LD is of particular concern among Canadian provinces and territories, as each has its own policies regarding services and accommodations that are made available to students with LD.Canadian DefinitionsThe Canadian federal government does not have any documentation that explicitly defines LD or outlines services for individuals with LD, as it is an issue that is related to education and governed on a provincial level. Instead, the definition of LD for Canadians largely depends on geographic location within the country given that provincial governments all have their own working definitions, key terms, and policies concerning the matter. However, the most widely accepted definition of LD comes from LDAC, which specifies that LD are lifelong, neurobiological, or injury-related brain impairments that affect one or more processes related to learning. The severity of these disorders can vary and often refer to specific impairments in oral language, writing, reading, mathematics, or specific difficulties involving organisational or social skills difficulties (Learning Disabilities Association of Canada, 2017). …

An Explanation on the Prevalence of Learning Disorders in Terms of Socioeconomic Factors of Health among the Elementary School Students in Larestan City during Year 2014

An Explanation on the Prevalence of Learning Disorders in Terms of Socioeconomic Factors of Health among the Elementary School Students in Larestan City during Year 2014

An Explanation on the Prevalence of Learning Disorders in Terms of Socioeconomic Factors of Health among the Elementary School Students in Larestan City during Year 2014

An Explanation on the Prevalence of Learning Disorders in Terms of Socioeconomic Factors of Health among the Elementary School Students in Larestan City during Year 2014

Current Legislations for Learning Disabilities in India and Future Prospects

Education is a fundamental right of every child. A substantial proportion of children in India suffer from various types of Learning Disabilities (LD). This article suggests that a majority of children with learning disabilities remain undetected in India due to different reasons including lack of awareness about the incidence and prevalence of LD, confusing regulations on the provision of accommodation for such children in schools and the medium of instruction. The article argues for a National Policy on Learning Disabilities that will provide uniform guidelines and direction to the regional and the local State.

Prevalence of LD From Parental and Professional Perspectives: A Comparison of the Data From the National Survey of Children’s Health and the Office of Special Education Programs’ Reports to Congress

Since the emergence of the field of learning disabilities (LD) in the late 1960s and early 1970s, controversy has surrounded issues regarding methods used for identification. The prevalence of students identified as LD increased steadily from the 1970s until the beginning of the 21st century, at which time it has decreased until at least 2011 (the most current data available from the U.S. Office of Education). In this article, I compare the prevalence rates of children aged 6 to 17 years being served in schools according to the Office of Special Education Programs with the prevalence rates as reported by parents on the National Survey of Children’s Health. To date, no such comparison has been made that takes into account parents’ knowledge of their children’s disabilities. Results of the analyses reveal that parents report that their children have LD at a significantly higher rate than what is reported by schools of students receiving LD services. Most important, the longitudinal trend from 2001 to 2011 indicates that parents are reporting a slight increase whereas the Office of Special Education Programs is reporting a dramatic decrease in LD.

Early Grade Writing Assessment: An Instrument Model

The United Nations Educational, Scientific, and Cultural Organization promoted the creation of a model instrument for individual assessment of students’ foundational writing skills in the Spanish language that was based on a literature review and existing writing tools and assessments. The purpose of the Early Grade Writing Assessment (EGWA) is to document learners’ basic writing skills, mapped in composing units of increasing complexity to communicate meaning. Validation and standardization of EGWA was conducted in the Canary Islands (Spain) in 12 schools using a cross-sectional design with a sample of 1,653 Spanish-speaking students in Grades 1 through 3. The author describes EGWA’s internal structure, along with the prevalence of learning disabilities (LD) in transcription and developmental differences in writing between Spanish-speaking children with LD and typical peers. Findings suggest that EGWA’s psychometric characteristics are satisfactory, and its internal structure can be attributed to four factors responsible for a high percentage of the variance. The odds ratio indicated that 2 Spanish-speaking children with LD in transcription are identified out of every 100. A comparison between students with and without LD in transcription revealed statistically significant differences concerning sentence and text production across grades. Results are interpreted within current theoretical accounts of writing models.

Prevalence of Learning Disabilities among Pre-School Children in Faizabad District (Uttar Pradesh)

Prevalence of Learning Disabilities among Pre-School Children in Faizabad District (Uttar Pradesh)

The clinical profile of children with ADHD that require OROS-methylphenidate combined with shorter-acting formulations.

Long-acting methylphenidate (MPH) formulations, including OROS-MPH, were found to be effective in alleviating ADHD symptoms throughout the day. However, sustained stimulant activity may lead to prolonged suppression of appetite and insomnia. In this study, we characterized the clinical profile of children and adolescents for whom a once-daily lower dose of OROS-MPH combined with a shorter-acting agent was more tolerable than single higher OROS-MPH dose. In our cohort of 128 children treated with OROS-MPH, 47 (36.7%) better tolerated a lower dose of OROS-MPH combined with short-acting MPH formulations (Group I). Nevertheless, for the majority (81 patients-63.3%), a standard single moderate dose of OROS-MPH was sufficient (Group II). The mean daily doses of MPH were: 0.83±0.21mg/kg for Group I and 1.06±0.29mg/kg for Group II. There were no significant differences in the prevalence of learning disorders, tic disorders, epilepsy and conduct disorders between these two groups. However, anxiety and marginally depression were more prevalent in Group I (46.8 and 9.7%) than in Group II (27.2 and 1.2%). Patients in Group I were also more tending to receive psychotherapy than patients in Group II.

Impacto do DSM-5 no diagnóstico de transtornos de aprendizagem em crianças e adolescentes com TDAH: um estudo de prevalência

Estudos de prevalencia de Transtornos de Aprendizagem (TA) em criancas e adolescentes com TDAH apresentam resultados nao conclusivos, apesar da frequente comorbidade entre as sindromes. Esse artigo descreve e analisa a prevalencia de TA em uma amostra referida de 270 criancas e adolescentes com TDAH atendidas no Programa de Transtornos de Deficit de Atencao/Hiperatividade/Hospital de Clinicas de Porto Alegre - Universidade Federal do Rio Grande do Sul (ProDAH/HCPA-UFRGS), de acordo com os criterios diagnosticos do Manual Diagnostico e Estatistico de Transtornos Mentais IV - versao revisada (DSM-IV-TR). Verificou-se que 46,7% dos estudantes apresentam, pelo menos, um TA, sendo o Transtorno da Expressao Escrita o mais frequente (32,6%). Discutiu-se o potencial impacto das mudancas nos criterios diagnosticos para os TA, propostas pelo DSM-5 na prevalencia desses transtornos. Embora seja possivel afirmar que ocorrerao alteracoes nas taxas de prevalencia de TA, o impacto do DSM-5 sobre a prevalencia, especificidade e comorbidade do TA permanece incerto, ja que ha mudancas que ampliarao a abrangencia dos criterios de inclusao e outras que a reduzirao.

Understanding the experiences and needs of South Asian families caring for a child with learning disabilities in the United Kingdom: an experiential–contextual framework

The prevalence of learning disabilities amongst South Asian communities in the United Kingdom is thought to be almost three times higher than in any other community. Despite this, service utilisation amongst this group remains low and working cross-culturally can pose unique challenges for service providers. The experiences of South Asian families caring for a child with learning disabilities within the United Kingdom are multifaceted. This article proposes an experiential–contextual framework for exploring these experiences. The framework incorporates minority experiences as well as medical and social models of disability. The experiential–contextual framework has been applied to understanding important aspects of South Asians experiences, including: the interpretations and understanding of learning disabilities; interactions with healthcare systems; minority group pressures; and the influence of acculturation and diversity within ethnic groups.