Comprehending Specific Learning Disabilities (SLDs): Challenges, Cognitive Factors, Psychosocial Aspects, and Intervention Approaches for Adolescents

Abstract

The term “specific learning disabilities” (SLDs) refers to a variety of academic challenges, particularly in reading, writing, and math. Children with SLDs, despite having normal or above-average intelligence, struggle with tasks that require working memory, phonological processing, attention, and processing speed, which negatively impacts their academic performance. A common emotional response to these challenges is frustration, which can worsen associated emotional and social issues such as anxiety, low self-esteem, and behavioral problems. Issues like academic anxiety, behavioral difficulties, and challenges with emotional regulation are prevalent and can affect social relationships and overall well-being. Frustrated teens with SLDs may face mental health issues, social isolation, and poor academic outcomes. This study explores the cognitive and psychological traits of children with SLDs, the impact of frustration on their learning, and the reasons behind their academic struggles. It also highlights the significance of tailored interventions and early diagnosis. The study identifies specialized instruction, assistive technology, support services, and Individualized Education Programs (IEPs) as crucial educational resources to meet the diverse needs of these students. Furthermore, it emphasizes the link between frustration and learning difficulties, stressing the necessity for more personalized interventions to enhance learning, reduce emotional distress, and foster social and emotional well-being in adolescents with SLDs.