Supporting Children With Learning Disabilities

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Supporting Children With Learning Disabilities

Generally, a learning disability (LD) is a situation that prevents the ability of the student to effectively understand some crucial aspects of schoolwork. In most cases, the condition may display itself through delayed writing, difficulty listening, problems with mathematics, a challenge in handling calculation, or even issue with speaking. The LD is a specific condition that does not affect the learner in all aspects (Beyer & Lazzara, n.d.). In other words, LD tends to hinder students ability in one area while other facets remain effective. The LD is easily identified in school because it is at this age that childrens capacity is evaluated (Grigorenko et al., 2020). Once an individual is through schooling, the LD may not be realized.

Some of the LD include Attention-Deficit/Hyperactivity Disorder (ADHD), Dyscalculia which is associated with students who hate mathematics, Dysgraphia a condition that hinders the ability to write effectively, Dyslexia a situation that makes it challenging for learners to process text. Even though LD is not common among most students, it is caused by several factors. They include the history of family and genetics, physical trauma, birth trauma, changes in the social environment, and poor vision (Yoo et al., 2018). However, the condition is frequent among learners having chronic health problems.

There is no specific medication to cure LD, however, the condition can be controlled and effectively reduced especially when detected early. Some disabilities resulting from correctable aspects are more likely to disappear with time, for instance, poor vision and hearing problems. Children having LD should be subjected to a special education system accompanied by therapies to enable them to adapt effectively to their environment. The two sources used are good because they are current, and the authors have professional backgrounds in the matters of health and education.

References

Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37. Web.

Yoo, H. K., Huh, H., Hong, I. H., Kim, J. H., Kim, H. J., Cho, S., Yang, S., & Jung, J. (2018). Prevalence of reading and mathematical learning disabilities in Korean school-aged children of Jeju region. Journal of Korean Neuropsychiatric Association, 57(4), 332-338. Web.

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