Discrepancies between parent- and child-report internalizing problems in specific learning disabilities

Background Children with specific learning disabilities (SLD) may experience distress and low self-esteem in their relationships. Aims This exploratory research explored (1) how art therapy contributes to understanding the experiences and relationships of children with SLD and (2) common themes these children express in art. Methods In this case-study, three Israeli children (11–13 years) with SLD attended three research sessions in their homes. They created four drawings symbolising daily life experiences and relationships with teachers, friends, family, and self. The Understand Me and My Surroundings tool was used in each session to prompt discussions of their art. Results During art therapy, participants nonverbally expressed perceived interactions, interpersonal relationships, and externalised feelings. They created art in silence and not always in the suggested order. Thematic analysis identified the main themes of trusting special education teachers, conflict between friendships and classroom type, parental support, and home (family) as support for self. Conclusions The participants’ perspectives on their relationships and themselves emphasise the importance of understanding the experiences of children with SLD. Teachers, parents, and clinicians who interact with these children should be aware of their feelings and support them in areas where they struggle (e.g. academically or socially). Implications for practice and future research Art therapy can help assess children throughout the school year to understand their experiences, such as bullying or social anxiety. However, further research is needed to draw more definitive conclusions about the experiences of children with SLD in inclusion classes. Plain-language summary Children with specific learning disabilities (SLD) may experience distress and low self-esteem in their relationships at school and home. This study looked at how art therapy helped three children aged 11 to 13 years who have SLD and their common experiences and found that it helped them express their emotions and feel better about themselves. Specifically, art therapy helped them depict their feelings, cope with their SLD, improve their relationships with teachers, friends, and parents, and increase their self-esteem. It is a way for parents, teachers, and mental health professionals to listen to and support children with SLD. However, more research is needed on the experiences of children with SLD in inclusion classrooms.

The terms Language Disorder, Developmental Language Disorder (DLD), Language-based learning disabilities, Specific Learning Disorder, and Specific Learning Disability are commonly used to describe children struggling to learn at school. In this position paper, the definitions and distinctions between these terms are discussed, and key overlaps and differences described. Although often used interchangeably, Specific Learning Disorder and Specific Learning Disability are not synonymous. Based on current definitions, both children with DLD and children with Specific Learning Disorder could be classified as having a Specific Learning Disability in the educational setting. In educational settings, children with DLD may additionally be identified using terms such as Language Impairment, Speech, Language, Communication Needs (SLCN), and others. Despite the problematic overlap in the names Specific Learning Disorder and Specific Learning Disability, one advantage of the latter term is the acknowledgement that many skills underlying academic learning are language-based thereby capturing the disability experienced by children with language or academic learning disorders.

This study aimed to explore interpersonal adaptation, generalized self-efficacy, and metacognitive skills in a sample of Italian adolescents with and without a specific learning disorder (SLD). A total of 564 secondary and high school students (males = 236; females = 328; age range: 11–19; M = 16.14, SD = 1.70) completed a set of standardized tests assessing social and interpersonal skills (non-affirmation, impulsiveness, narcissism, social preoccupation, and stress in social situations), general self-efficacy, and metacognition. Students with SLD reported a lower interpersonal adaptation than students without SLD. Furthermore, students with SLD were more impulsive and had more problems handling social situations. They also reported lower levels of self-efficacy but higher metacognition scores than peers without SLD. The use of compensatory tools was associated with better interpersonal skills and higher levels of self-efficacy in students with SLD. Finally, using these instruments is predictive of high levels of metacognitive skills in adolescents with SLD. In line with the previous literature, this study showed the presence of a gap between adolescents with and without an SLD in terms of interpersonal adaptation, general self-efficacy, and metacognitive skills in the school context. Further studies are needed on the psychological well-being of adolescents with SLD and especially on the protective role of personal, social, and environmental characteristics.

Specific learning disorder (SLD) is prevalent worldwide and is a complex disorder with variable symptoms and significant differences among individuals. Epigenetic markers may alter susceptibility to neurodevelopmental disorders (NDDs). Aberrant expression of protein-coding (mRNA) genes in this pathology shows that the detection of epigenetic molecular biomarkers is of increasing importance in the diagnosis and treatment of individuals with SLD. We compared gene expression level of dyslexia susceptibility 1 candidate gene 1 (DYX1C1), dyslexia-associated protein KIAA0319 (KIAA0319), and roundabout guidance receptor 1 (ROBO1) between children with SLD and healthy children by performing quantitative polymerase chain reaction (qPCR). In addition, we evaluated these gene expressions of severe children with SLD compared to non-severe and male SLD children compared to females. The expression of the DYX1C1, KIAA0319, and ROBO1 genes was statistically significantly upregulated in children with SLD (P < 0.05*). DYX1C1 was also upregulated in severe SLD children (P = 0.03*). In addition, KIAA0319 and ROBO1 genes were differentially expressed in male SLD children compared to females (P < 0.05*). Furthermore, we found that DYX1C1 and ROBO1 genes significantly affect the likelihood of the SLD (respectively, P < 0.001** and P = 0.007*). We expect that the findings provided from this study may contribute to the determination expression level of the relevant genes in the diagnosis, prognosis, and treatment of SLD. In addition, our findings could be a guide for future epigenetics studies on the use of the DYX1C1, KIAA0319, and ROBO1 in therapeutic applications in the SLD.

Background: Specific Learning disabilities (SLD) are a diversified group of neuro -behavioural features illustrated by difficulty in mathematical abilities, efficient reading and writing. These disabilities often lead to low self -esteem, lack of confidence and negativity among the students. However, the signs and symptoms are often ignored by the teachers and the parents due to unawareness. Objective: This study is aimed to evaluate the clinical and academic profile of children presenting to the Learning Disability Clinic. Methodology: This is a cross -sectional observational study. A total of2656 students presented to the hospital with the symptoms of SLD, among them the students whose parents were willing to participate were included. The demographic, clinical and academic data were collected and analysed using R studio software (1.2.5001). Results: Of the total 2656 students, 80.5% (n=2139) were diagnosed with SLD. High number of students presented the impression of Dyslexia along with Dysgraphia and Dyscalculia (91.8%). Age, birth weight and the mother tongue were significantly associated with SLD (P<0.05). Clinical variables including neurological signs such as dysdiadochokinesia, finger identification, finger tapping, graphesthesia, left -right orientation, praxis and sequential tapping and academic variables including concepts of calendar and time, maths fluency, loud reading, better oral work, phonetical reading, spelling errors and poor organization of content are significantly associated with SLD (p<0.05). Conclusion: Learning disabilities can be diagnosed early by identifying certain clinical impressions, social behaviour and academic performance. Therefore, awareness among teachers and the parents concerning clinical and academic profile of students with SLD is crucial.

Specific learning disorder (SLD) is a neurodevelopmental disorder in which underlying pathogenesis and etiological factors are not fully understood. Neuroinflammatory response (measured with serum levels of galectin-1 and galectin-3), which is associated with learning and memory, may play an important role in the etiopathogenesis of SLD. Aim of the present study is to examine whether serum galectin-1 and galectin-3 levels are related to SLD. The current study consisted of 42 treatment-naive children with SLD and 42 control subjects. All of the subjects were assessed using semi-structured psychiatric examination to diagnose SLD and exclude attention-deficit hyperactivity disorder. Serum galectin-1 and galectin-3 levels were measured via venous blood samples. The SLD and control group did not differ significantly in terms of age, sex, and body mass index (BMI). The SLD group had significantly higher serum levels of galectin-1 (8.78±2.97 vs. 7.40±2.03, p=0.019) and galectin-3 (1.86±0.93 vs. 1.32±0.69, p=0.003) than the control group when controlled for age, sex, and BMI. Higher serum levels of galectin-1 and galectin-3 in children with SLD may indicate the role of neuroinflammatory response in the pathogenesis of SLD. Other mechanisms involving galectin-1 and galectin-3 related to learning may play a part in the etiology of SLD.

Özel öğrenme güçlüğü olan öğrencilerin okuma, yazma ve matematik alanlarında güçlükler yaşadığı bilinmektedir. Bu güçlükleri sergileme riski olan öğrencilere erken müdahalenin sağlanması ileri dönemdeki okul performansları açısından kritik rol oynamaktadır. Özel öğrenme güçlüğünün değerlendirilmesi ve tanılanmasının Türkiye’deki durumu incelendiğinde özel öğrenme güçlüğü olan öğrencilerin tanılanmasında zekâ testlerinin etkin olarak kullanıldığı bilinmektedir. Fakat özel öğrenme güçlüğü olan öğrencilerin tanılama öncesindeki eğitsel gereksinimlerine yönelik bilimsel dayanaklı ve sistematik uygulamaların yetersiz olduğu görülmektedir. Bu çalışmanın amacı bilimsel dayanaklı ve sistematik bir uygulama olan ve özel öğrenme güçlüğü riski olan öğrencilere yönelik erken müdahale ve erken tanı amaçlı kullanılan Müdahaleye Tepki Modeli (MTM)’nin açıklanarak ulusal alan yazına kazandırılmasıdır. MTM, öğrenme problemleri yaşayan öğrencileri belirleyen ve bu öğrenciler akranlarından geride kalmadan öğrencilere eğitsel destek sağlayan çok aşamalı bir erken tanı, müdahale ve destek sistemidir. MTM’nin amacı, yalnızca özel öğrenme güçlüğü olan öğrencilere değil tanılanmamış ve/veya özel öğrenme güçlüğü olma riski olan öğrencilere de erken müdahale sağlamaktır. MTM çok aşamalı bir model olsa da yaygın olarak üç aşamalı olarak uygulanan bir modeldir. Her bir aşamada müdahalenin niteliği değişmekte ve müdahale daha da yoğunlaşmaktadır. Bu çalışmada MTM’ye yönelik bilgiler sunularak geçmişten günümüze değin özel öğrenme güçlüğü olan bireylerin tanılanma ve erken müdahale süreçlerindeki değişim ele alınmaktadır. Ayrıca Türkiye’de MTM’ye ilişkin durum açıklanarak öneriler sunulmaktadır.

During the past few years, there has been a growing interest in the use of Information and Communication Technologies (ICT) in education. ICT has become more and more prominent in classrooms in any possible way, enabling teachers to make their lessons more interesting and effective. Furthermore, a number of studies has been focusing on the use of technology in accommodating the needs of students with special educational needs and especially of those with specific learning disabilities. It is widely accepted that technology can help those students cope with the material that troubles them. Technology becomes even more useful when we refer to foreign language learning on the part of students with specific learning disabilities, a process that entails additional difficulties for them. English, which is the first foreign language taught to students in the Greek educational system, is a phonologically non-transparent language, a fact that causes severe difficulties to students with specific learning disabilities especially in the domain of decoding and reading comprehension. In the current article, a brief review of the use of technology in education and especially in special education will be attempted. Then, there will be a presentation of the problems faced by students with specific learning disabilities in reading comprehension in English as a foreign language. Finally, a free educational software named Rewordify will be presented. We will discuss its function and propose ways of using it in classroom for accommodating the needs of students with specific learning disabilities in reading comprehension in English. Potential limitations will also be discussed.

Differences in the intellectual profile of children with intellectual vs. learning disability.

Individuals with specific learning disorders often leave school with fewer qualifications and mostly become unemployed or economically inactive, if they are not sufficiently supported. In addition, they face numerous obstacles and challenges in their life due to their disability. Therefore, it is important to provide appropriate support to overcome their barriers in learning and to succeed in their lives. There is no sufficient expertise and services currently available in Sri Lanka to support individuals with specific learning disabilities effectively. Efforts to support the education of individuals with specific learning disabilities are underlined in the Czech Education Act and it can be identified that there are many effective services and facilities available for students with learning disabilities in the Czech Republic, compared to Sri Lanka. Consequently, this review article attempts to examine the health and special educational facilities and supportive services provided for individuals with specific learning disorders in Czech Republic and Sri Lanka with the intention of providing many valid recommendations for Sri Lanka to develop and improve the healthcare and special education systems for individuals with learning disabilities.

Purpose - The purpose of this research was to examine career assessment tools for evaluating students with specific learning disabilities (SLDs).Method - The paper adopted a narrative literature review of research papers connected to assessment tools for SLD students. Among the databases looked at were Pubmed, Google Scholar, Index Copernicus, and PsycINFO.Result - The results emphasize the need for assessment tools to take certain domains of difficulty into consideration when evaluating the interests and skills of students with SLDs and profiling the learning characteristics linked with the individual learning impairment also offers useful information for job preparation.Implication – Students with SLDs typically have limited career options so it would be crucial to consider career evaluation as part of the career planning and transitioning process for this group.Originality - This research reinforces the significance of employing career assessment tools for the evaluation of persons with SLDs in the process of career transition.***Tujuan - Tujuan dari penelitian ini adalah untuk menguji alat asesmen karir untuk mengevaluasi siswa dengan ketidakmampuan belajar spesifik (SLD).Metode - Makalah ini menggunakan tinjauan literatur naratif terhadap makalah penelitian yang berhubungan dengan alat penilaian untuk siswa SLD. Di antara basis data yang ditinjau adalah Pubmed, Google Scholar, Index Copernicus, dan PsycINFO.Hasil - Hasil penelitian menekankan perlunya alat asesmen untuk mempertimbangkan domain kesulitan tertentu ketika mengevaluasi minat dan keterampilan siswa dengan SLD dan membuat profil karakteristik pembelajaran yang terkait dengan gangguan belajar individu juga menawarkan informasi yang berguna untuk persiapan kerja.Implikasi - Siswa dengan SLD biasanya memiliki pilihan karir yang terbatas, sehingga akan sangat penting untuk mempertimbangkan evaluasi karir sebagai bagian dari perencanaan karir dan proses transisi untuk kelompok ini.Keaslian - Penelitian ini memperkuat pentingnya penggunaan alat asesmen karir untuk mengevaluasi siswa dengan SLD dalam proses transisi karir.

When a student in a public school is suspected of having a Specific Learning Disability (SLD), the Individuals with Disabilities Education Act (IDEA; 2004) mandates teams to not consider a student to have a SLD if the student's learning is primarily the result of economic disadvantage. This mandate is of growing importance as more and more children living in poverty are disproportionately identified as eligible for special education services as students with SLDs. Literature reveals the impact of poverty on early brain development, which can have a profound effect on academic performance throughout a child's entire educational career. The purpose of this grounded theory study was to examine how school psychologists evaluate the impact of economic disadvantage when determining a student's eligibility for a SLD. This study consisted of conducting semi-structured interviews with school psychologists and collecting responses to the SLD economic disadvantage exclusionary clause on their written evaluation reports. Results found that school psychologists work in conditions that lack explicit policies or procedures for ascertaining the negative impact economic disadvantage may have on student learning. Accordingly, school psychologists typically rely upon their professional judgment as to the influence the student's poverty may or may not have on their learning, and ultimately, on their disability categorization as a student with SLD. This study highlights the need for improved SLD determination evaluation policies and procedures and intervening supports for students from economically disadvantaged households.

Understanding the role of individual factors associated with positive academic outcomes is fundamental to providing effective support for students with specific learning disabilities (SLDs) throughout their academic careers. The present study aimed to investigate group differences between students with and without SLDs and to examine the relationships between study-related factors, social, emotional, and behavioral (SEB) skills, and student outcomes (achievement, academic and life satisfaction, and burnout) in a sample of 752 university students (133 male; Mage = 22.28 years, SDage = 5.35; 125 with SLDs). The results of the group comparisons showed that students with SLDs reported lower scores in academic self-efficacy, SRL strategies, and self-management skills. This finding suggests that their difficulties may extend beyond the academic domain. Furthermore, we ran a multivariate regression model including study-related factors and SEB skills as independent variables and student outcomes as dependent variables. The results showed that the associations of study-related factors and SEB skills with student outcomes were comparable between students with and without SLDs, although cooperation skills were significantly associated with academic burnout in students without SLDs, but not in students with SLDs. These findings have the potential to inform the development of student-centered practice and policy.

Children with special needs have encountered many challenges during the COVID-19 pandemic. Nevertheless, no studies have focused on the Quality of life (QoL) of children with specific learning disabilities (SpLD). This study aimed first to examine the physical, emotional and school dimensions of QoL in a group of primary school children with SpLD. The second goal was to investigate the extent to which the experience and resilience of their mothers were related to the children’s QoL. The sample included 35 children with SpLD and 85 typically developing (TD) children, and their mothers. Three standardised questionnaires were filled in by the mothers. The findings showed that, compared to TD children, those with SpLD reported worse physical health, learning processes and school-related emotional health. Relative to the TD group, the mothers of the children with SpLD experienced more negative emotions and concern towards their children’s difficulties, where these closely correlated with the children’s QoL. Maternal resilience appeared crucial to the emotional health of these children. Our findings were discussed in terms of the need for more inclusive teaching practices that support the learning processes and the psychological health of children with SpLD, and for supporting interventions for their mothers.

Objective: Students with specific learning disorder have problems and difficulties in self-efficacy. As a result, the present study was conducted with the aim of comparison the effectiveness of mindfulness-based training and compassion-based training on self-efficacy in male students with specific learning disorder. Methods and Materials: The present research was a semi-experimental study with pretest, posttest and two month follow-up design with a control group. The present study population was sixth grade male student with specific learning disorder who referred to counseling and psychological services centers of Ahvaz city in 2024 year. The sample size for each group considering possible dropouts was calculated as 15 people and accordingly, 45 people were selected with using purposive sampling after reviewing the inclusion criteria and randomly replaced into three equal groups. Data were collected using the Colorado learning difficulties questionnaire (Wilcutt et al., 2011) and self-efficacy scale (Sherer et al., 1982). Each of the two experimental groups underwent 10 sessions of 60 minutes under mindfulness-based training and compassion-based training, respectively and during this period the control group received no intervention. Data were analyzed with using chi-square, analysis of variance with repeated measures and Bonferroni post hoc test in SPSS-25 software in a significant level of 0.05. Findings: The findings showed that both methods of mindfulness-based training and compassion-based training led to increase self-efficacy in sixth grade male student with specific learning disorder and the results were maintained in the follow-up phase (P&lt;0.001). In addition, the difference between methods of mindfulness-based training and compassion-based training in increasing their self-efficacy was not significant (P&gt;0.05). Conclusion: Based on the results of this study, counselors, therapists and psychologists can use both methods of mindfulness-based training and compassion-based training alonge with other training methods to improve characteristics such as self-efficacy in vulnerable groups, including sixth grade male students with specific learning disorder.