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Specific Learning Disabilities and Psychosocial Difficulties in Children
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Author(s): Maria Sofologi (University of Ioannina, Greece), Georgios A. Kougioumtzis (National and Kapodistrian University of Athens, Greece), Maria Efstratopoulou (United Arab Emirates University, UAE), Efthalia Skoura (University of Western Macedonia, Greece), Savvoula Sagia (University of Western Macedonia, Greece), Styliani Karvela (University of Western Macedonia, Greece), Panagiota Myrto Salli (University of Western Macedonia, Greece), Evangelia Makri (University of Western Macedonia, Greece)and Eleni Bonti (Aristotle University of Thessaloniki, Greece)
Copyright: 2022
Pages: 24
Source title:
Advising Preservice Teachers Through Narratives From Students With Disabilities
Source Author(s)/Editor(s): Kimberly Dianne Cassidy (Walters State Community College, USA)and Beverly Sande (Prairie View A&M University, USA)
DOI: 10.4018/978-1-7998-7359-4.ch002
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Abstract
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.
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