Learning Disability among School Children: Role of Psychological Intervention

Abstract

Learning is the acquisition of new knowledge, skills or attitude. Children during their early years of development learn to understand the spoken language first and then learn to speak. Subsequently, during their school year, children learn to read, write and do arithmetic according to their age and intellectual capacity. But some children may not be able to learn one or more of these skills as per their age and capacity. It seems that there are some children, who in spite of having normal intellectual capacity and normal visual, hearing or physical abilities, are unable to acquire one or more age-appropriate language and/or arithmetic skills, even when adequate opportunities for learning are provided. These children are having learning disability (LD) or Specific Learning Disability (SpLd). If not remedied at the earliest, learning disabilities will lead to failure in exams and these children may develop stress-related disorders. Hence children with learning problems should be screened out scientifically at the earliest, for identification with SLD had depression, anxiety, and low self-esteem.  The major objective of the review is to assess the symptom of learning disability among school children and notify that how we can change the behavior in the right direction by using as much as possible intervention steps.