Dr. Jnanendra N Sharma (The author can be contacted at [protected email] .) It has been known for over a hundred years that apparently...
Dr. Jnanendra N Sharma
(The author can be contacted at [protected email] .)
It has been known for over a hundred years that apparently normal children cannot learn to read and write. It wasn't until 1886 that a 14-year-old boy was discovered, bright and intelligent, but who had great difficulty reading. This condition was called "blindness of innate words". The term "learning disability" was first coined in 1962.
Specific learning disabilities (TLDs) are lifelong chronic diseases with learning problems in reading, writing, spelling or arithmetic. Children with SPLD do not reach school at a level that matches their intelligence, which affects self-image, peer relationships, and family and social interactions.
Specific learning disabilities (DLTD) are a generic term that refers to a heterogeneous group of neurobehavioral disorders that manifest as significant unexpected, specific, and persistent difficulties in acquiring and using reading (dyslexia). , Writing (dysgraphy) or math skills. (Dyscalculia) effective. Despite conventional education, intact senses, normal intelligence, adequate motivation and adequate socio-cultural opportunities.
Characteristics of dyslexia
Dyslexia is the most common and most frequently studied learning disability. Both sexes are affected equally and affect 5 to 12% of school children. It is characterized by an unexpected difficulty in reading in children who otherwise have the intelligence, motivation, and learning opportunities that are considered necessary for accurate and fluent reading.
Dyslexics read slowly and hesitantly, follow words with their fingers, mispronounce words and confuse letters. Examples of letter confusion are "swamp" for "dog", inversion of "n" for "u". They copy poorly from the board and skip or add words as they read.
There is no consistent theory to explain the cause of dyslexia. It can be both familiar and inheritable. The exact mechanisms by which genetic factors predispose someone to dyslexia are unclear. However, tests are being developed to identify children at risk of dyslexia when they start school. This would support early intervention.
Characteristics of dysgraphy
It is characterized by difficulties in writing. The font can be very small or large, it can be impossible to read. Wrong printing is used in writing and the written sentences are mixed with bad spaces.
Properties of Dyscalcul i a
It is characterized by difficulties in mathematics, ie in calculations, tables and logic. You count numbers on your fingers. Mental sums are difficult for these children. They combine symbols like '+', '=' etc.
Early diagnosis of SPLD
Early diagnosis is important to avoid poor academic performance and emotional damage. In addition, the longer the child suffers from severity, the more difficult it is to treat SPLD. Therefore, all children with learning difficulties at school must be assessed for the SPLD.
Identifying SPLDs is difficult in preschool years. A final diagnosis is not possible before the 8th to 9th year of life. The red flag signs of dyslexia are:
(i) History of language delays
(ii) Don't pay attention to the sounds of words (e.g. rhyming problems with confusing words or words that sound the same)
(iii) A positive family history.
Assessment of suspected SPLD
A child with a learning problem needs a multidisciplinary assessment by a pediatric neurologist, a counselor, a clinical psychologist, a special educator and a child psychiatrist. Everyone has their own role to play in diagnosing SPLD.
The pediatric neurologist excludes other causes of poor academic performance. The causes are medical causes (e.g. hypothyroidism, chronic lead poisoning), neurological causes (e.g. cerebral palsy) and causes of behavior (e.g. depression, behavior disorders, opposition problems of the opposition, etc.).
An audiometric and ophthalmic examination must be carried out to rule out hearing or visual disturbances as the cause of the learning problem.
The counselor excludes when an environmental deficiency due to poor home or school environment or an emotional problem due to stress at home or school is primarily responsible for the child's poor performance at school.
The clinical psychologist will conduct intelligence tests and rule out intellectual disabilities as the cause of poor academic performance.
The educator will evaluate the child 's academic performance based on standard educational tests and assess the child' s performance in areas such as. Reading, spelling, written language and math. Success in school two years less than the child's actual school location or chronological age is considered a diagnosis of SPLD.
The child psychiatrist plays an important role in confirming the diagnosis of ADHD, a comorbid condition that occurs in approximately 12 to 24% of children with SPLD, and also helps in diagnosing depression and behavioral problems as the cause of learning problems
administration
The care of children with SPLD mainly includes education and accommodation, advice and guidance as well as the treatment of the related problems.
Corrective education is the cornerstone of therapy. It includes an understanding of the strengths and weaknesses as well as a personalized education plan.
The role of the accommodation is to help children with SPLD progress in regular school. The treatment of dyslexia in schoolchildren and students is usually based on accommodation, not on the cure. Adjustments include spelling error exemption, leaving a language and being replaced by a professional experience subject, eliminating algebra and geometry, and replacing with a lower level of math.
Other useful tweaks can include the use of laptops, spell-checking computers, classroom tapes, recorded books, and access to notes, tutoring, and a separate room. for exams.
exit
Most children acquire academic skills through education and suitable means and complete their education in regular school. Some children have to continue their studies at special schools because they cannot cope with conventional schools. However, the outcome will depend on the severity of the disability, the age or degree of the start of corrective education, the duration and continuity of treatment, the presence or absence of related emotional problems. parental and school support.
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