Specific Learning Disabilities and Psychosocial Difficulties in Children

Children with specific learning disorders (SLDs) exhibit academic difficulties disproportional to their intellectual capabilities. A significant percentage of school-aged children worldwide are diagnosed with specific learning disabilities, with dyslexia being the most common. In Greece, epidemiological data propose that 50% of children in special education schools are diagnosed with learning disabilities, and 80% with reading difficulties. Children with SLD exhibit both internalized, such as depressive and anxiety disorders, self-esteem issues, eating and sleep difficulties, and externalized problems, including difficulties in socializing, developing friendships, and delinquent behavior. Moreover, research has shown that children with learning disabilities have an average (or above average) intelligence, and their poor academic performance is due to their lack of effective learning strategies. Concerning cognitive deficiencies, research suggests that no specific deficit is to fault; however, common deficits in children with SLDs are phonological processing and working memory.

PECULIARITIES OF THE SELF-CONCEPT IN STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Specific learning disabilities (SLD) in adolescence are a key area for the successful application of the principles of integrated education. However, there are not many studies on the topic, which is a key indicator of the relevance of this study. The study presented in this article aims to detect and analyze the presence of characteristic features in the concept of self in students with SLD in middle school age (from 10 to 16 years of age). In order to establish characteristic features and peculiarities, an adapted version of the Q-sorting methodology was used. This method includes sorting cards with 14 polar personal traits, selected for their accessibility and distinctness for students with SLD. A total of 32 students in secondary schools in the municipality of Plovdiv were studied. 16 of them without a history of disabilities, and the remaining 16 have already been diagnosed with SLD, for which they receive special additional support in the schools where they study. The results show the presence of distinctive and specific differences in some aspects of the self-concept. The most significant differences are in the appraisal of the qualities "Capable", "Clever" and "Silly". The first two qualities are assessed by the students with SLD as less relevant to their real-self, and the third is assessed as much more relevant to their own self-image, in contrast to their classmates without disabilities. This assessment does not show gender or age specifics.

Dyslexia as the most prevalent form of specific learning disabilities

Dyslexia is the most common form of specific learning disabilities. Dyslexia is observed in 5-17.5 % of schoolchildren, and among children with specific learning disabilities, it accounts for about 70-80 %. Usually, dyslexia manifests itself as the inability to achieve an appropriate level of reading skills development that would be proportional to their intellectual abilities and writing and spelling skills. Secondary consequences of dyslexia may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background skills. The review discusses neurological management of reading and writing as complex higher mental functions, including many components that are provided by various brain areas. The principles of dyslexia classification, the main characteristics of its traditionally defined forms are given: phonemic, optical, mnestic, semantic, agrammatic. The article analyzes the cerebral mechanisms of dyslexia development, the results of studies using neuropsychological methods, functional neuroimaging, and the study of the brain connectome. The contribution to dyslexia development of disturbances in phonological awareness, rapid automated naming (RAN), the volume of visual attention (VAS), components of the brain executive functions is discussed. The origin of emotional disorders in children with dyslexia, risk factors for dyslexia development (including genetic predisposition) are considered. Dyslexia manifestations in children are listed, about which their parents seek the advice of a specialist for the first time. In the process of diagnosing dyslexia, attention should be paid to the delay in the child’s speech development, cases of speech and language development disorders and specific learning disabilities among family members. It is necessary to consider possible comorbidity of dyslexia in a child with attention deficit hyperactivity disorder, dyscalculia, developmental dyspraxia, disorders of emotional control and brain executive functions. Timely diagnosis determines the effectiveness of early intervention programs based on an integrated multimodal approach.