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Psychological Co morbidity in Children and Adolescents with Learning Disorders

By Beena Johnson

Abstract

Schools play a crucial and formative role in the spheres of cognitive, language, emotional, social and moral development of a child (Kapur, 1995). Academic skills such as reading, writing and mathematics form the foundations upon which a student’s performance at school is assessed. A learning problem may therefore engender feelings of anxiety, inadequacy and shame, leading to behavioral disturbances in children of school age. Any negative feedback from school is likely to have an impact on the emotional, social and family functioning of a child. Children with learning disorders (LD) are those who exhibit academic difficulties out of proportion to their intellectual capacities. They have impaired ability in learning the academic skills of reading, writing, arithmetic or spelling. As per the Diagnostic and Statistical Manual – IV (DSM-IV) (American Psychiatric Association, 1994) learning disorders are of four types: Reading disorder, Mathematics disorder, Disorder of written expression and Learning disorder not otherwise specified (NOS). Estimates of the prevalence of learning disorders range from 2% to 10% depending on the nature of ascertainment and the definitions applied (APA, 1994)

Topics: Journal of Indian Association for Child and Adolescent Mental Health
Publisher: Indian Association for Child and Adolescent Mental Health
Year: 2005
OAI identifier: oai:cogprints.org:4211

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