Learning Disabilities 1

Psycho-Social Challenges by Learning Disabilities Children

Manvi Bhargav – 22223064

3MPCLA Department of Psychology,

Christ (Deemed to be) University (NCR)

MPS341HN Learning Disabilities

Dr Sonali Mukherjee

26 August,2023

Plagiarism report – 4%
Learning Disabilities 2

Introduction

According to the definition of specific learning disabilities (SLDs), they are a "heterogeneous

group of conditions where there is a deficit in processing language, spoken or written, and may

manifest as difficulty understanding, speaking, reading, writing, spelling, or doing mathematical

calculations. These conditions include perceptual disabilities such as dyslexia, dysgraphia,

dyscalculia, dyspraxia, and developmental aphasia. SLDs can vary in severity and impact

individuals differently. A Specific Learning Disorder is a persistent difficulty learning and

using academic skills related to reading, spelling, writing and math (DSM-5). It is important to

note that these conditions are not related to intelligence or a lack of effort but rather stem from

neurological differences in how the brain processes information. Learning difficulties last a

lifetime. According to Dr Samuel Kirk's papers from the early 1960s and his remarks at the

Conference on Exploration into Problems of the Perceptually Handicapped Child on April 6,

1963, the phrase "learning disabilities" is thought to have originated with him and gained

popularity with him. His suggested term was "enthusiastically received and helped to unite the

participants into an organisation known as the Association for Children with Learning

Disabilities, the forerunner of today's Learning Disabilities Association" (Lerner, 2000). SLD

was present in 16.49% of people. A reading impairment was more common than a written

expression impairment or a math impairment (12.57%, 15.6%, and 9.93%, respectively). (2020).

Throughout a person's life, how they are expressed may change based on how the environment's

requirements interact with that person's strengths and needs. Providing individuals with SLDs

with the necessary support and accommodations is crucial to helping them thrive academically

and in other areas of life. With appropriate interventions and strategies, individuals with SLDs
Learning Disabilities 3

can develop coping mechanisms and strategies to navigate their learning challenges effectively.

It is also essential for society to foster a more inclusive and understanding environment that

embraces neurodiversity, ensuring equal opportunities for individuals with SLDs to reach their

full potential. The demands and behaviours of kids with particular learning disabilities (SLD)

vary. In addition to behavioural issues (Backenson et al., 2015), it is essential to remember that,

compared to their peers, kids with SLD feel more adverse feelings. According to the previous

literature, there is a connection between specific learning disorders and internalising (such as

anxiety and depression) and externalising issues (such as anger and delinquency). These adverse

feelings can significantly impact their overall well-being and academic performance. Educators

and parents must provide appropriate support and interventions to address these emotional

challenges to help children with SLD reach their full potential.

Several psychosocial difficulties impair the growth, well-being, and self-esteem of children with

learning disabilities. Academic difficulties, low self-esteem, bullying, social exclusion, anxiety,

unfavourable peer perceptions, frustration, behavioural problems, inadequate self-advocacy

skills, family stress, mental health issues, and a dim future perspective can all be among these

difficulties. Academic difficulties can produce dissatisfaction, anxiety, and a wrong view of

oneself, whereas social difficulties might result in bullying and isolation. Additionally,

communication difficulties and ineffective self-advocacy in children with learning disabilities

can cause family stress and constrict professional options. To address these difficulties, a

multifaceted strategy combining parents, teachers, counsellors, and specialists is necessary.

Children with learning difficulties can live far better lives because of early intervention, tailored

schooling plans, accommodations, counselling, and supportive environments.

Learning Disabilities 4

Research Questions

1. What are the psychological challenges faced by learning disability children?

2. What are the social challenges faced by learning disability children?

Literature Review

Langher et al. (2010) investigated how well disabled students interacted with their peers in

conventional classes. In total, 496 kids from 27 public elementary and middle schools

participated in the study; 40 had disabilities. The "Loneliness and Social Dissatisfaction Scale"

and three questions from a sociometric test were completed by the pupils (Asher, 1984).

Disabled students felt far more alone in class than peers without disabilities. Due to the rejection

they experienced in school, disabled students have grown accustomed to receiving it frequently

from their peers. Additionally, they were usually excluded from playtime or rejected.

The study compares depression, anxiety, and self-esteem in children with learning disabilities

and mathematical disabilities to a control group. Results show that children with learning

disabilities and mathematical disabilities experience higher levels of depression, school anxiety,

and lower self-esteem than typical learners. The study emphasizes the need for early intervention

programs and appropriate educational and clinical interventions to reduce cognitively

maladaptive strategies in school-aged children. The participants were 132 fourth-grade primary

school students, 52 girls and 80 boys, with an average age of 9 years. (Alesi et al., 2014)
Learning Disabilities 5

A study in India involving 327 children aged 6–14 found that 19% of students suffer from

learning disabilities in schools. These children often struggle with emotional and behavioural

difficulties, with 15%–30% experiencing hyperactivity and aggression. The study used the

Rhode Island Pupil Identification Scale, the Learning Disabilities Checklist, and the Children's

Behavior Rating Scale for Completion by Teachers. The results revealed a gender difference in

hyperactivity and aggression in children with learning disabilities. (Sridevi et al., 2015)

Another study assessed resilience, depression, anxiety, and stress levels among children and

adolescents on (n = 41) SLD and (n = 41) borderline Borderline Intellectual functioning (BIF)

and parental awareness. Results showed low resilience in 75% of SLD participants, while severe

stress, depression, and anxiety were prevalent. Despite 90% of parents being aware of their

child's SLD, only 39% provided individual attention in their studies. (Panicker et al., 2016)

Children with LD have different sleep problems, and to analyse this, 200 parents of LD children

and 372 parents of typically developing children were recruited in a study. The study used the

Children's Sleep Habits Questionnaire to compare sleep patterns and dysfunctions in children

with learning problems and typically developing children. The findings indicated that learning-

disabled children breathe loudly, snore more, and have trouble breathing. They also struggled to

get out of bed and remained aware for extended periods. 15.0% of parents said their children had

sleep issues. (Aishworiya et al., 2016)

A qualitative content analysis of semi-structured interviews with eight students explores the

impact of online learning on students with learning disabilities, revealing that these challenges

affect their quality of life, including stress, anxiety, self-esteem, and financial pressures. The

findings suggest reducing learning barriers, offering study accommodations, and providing

comprehensive support programs to address academic and emotional issues. (Dryer et al., 2017)
Learning Disabilities 6

The study compares self-esteem, friendship quality, loneliness, and secrecy among adolescents

with LDs, those without LDs, and those with LDs who receive psychosocial educational

intervention. Results show that students with LDs who receive intervention experience less

parent-related loneliness and higher self-esteem in interpersonal relationships, duties, families,

and bodies. Musetti et al. (2019)

For Indian school-age children, specific learning difficulties (SLD) are a mental health risk. The

necessity of early detection and intervention has been considered when contextualising this study

to examine its impact. In five South Bengaluru, India, schools, 100 pupils were diagnosed with

SLD and assessed for mental health issues. The study's main finding is how prevalent mild to

severe anxiety, depression, and stress are. The severity of the issue is highlighted by the high

rates of anxiety (37%), depression (47%), and stress (33%) among SLD students. (Kuriyan et al.,

2020)

The study examined the link between learning difficulties and self-esteem in northern Chilean

adolescents aged 13–17. Results showed that learning and school issues predicted 16% of the

variance in self-esteem. Students with learning difficulties are more susceptible to self-doubt,

potentially affecting their self-esteem. (Caqueo Urizar et al., 2021)

This research investigates the association of negative self-assessment thoughts and anxiety

disorders with particular learning disabilities in 60 Greek-speaking children. The study used

tools like the Children's Automatic Thoughts Scale and the Spence Children's Anxiety Scale to

assess anxiety disorders. Results showed that children with SLD had higher incidences of

negative thoughts and anxiety disorders, influenced by their condition, not gender or age.

(Vasiliki et al., 2021)

Learning Disabilities 7

Mason et al. (2012) investigate how adults with learning disabilities understand friendship and

their experiences. With eleven participants aged 24-62, the research identified four superordinate

themes: the significance of friendship, its effects on well-being, power dynamics, and autonomy.

The study highlights the need for further research on friendships for individuals with learning

disabilities.

Children with intellectual and specific learning disabilities often lack age-appropriate social

skills, requiring alternative opportunities for skill acquisition. Social activities positively impact

social adjustment, but their benefits are under-explored. The study found that 8–11-year-old

children with intellectual impairments and learning disabilities showed better social competence

when engaging in unstructured activities and spending more time on unstructured activities than

structured ones. (Brooks et al., 2014)

To better understand bullying in children with SEN, LD, and normal development, this study

looked at the connections between student-teacher interactions, peer social status, and bullying.

There were 320 children engaged in the study—219 in the control group, 46 with LD, and 46

with SEN. The main findings show that children with SEN and LD face more social interaction

difficulties than their peers and may be more susceptible to bullying. (Berchiatti et al., 2021)

According to a 2017 discussion paper by Cavioni et al., the significant challenges faced by

children with learning disabilities are social isolation, social efficacy, and many other

psychosocial challenges. Further, elaborate on how social-emotional learning can help LD

children overcome these challenges.

Students with LD are most likely to benefit from SEL treatments that connect academic and

socioemotional development. These include emotional awareness and regulation, identification

of strengths and needs, accurate and precise listening and communication, perspective-taking and
Learning Disabilities 8

respect for others, setting positive and realistic goals, problem-solving, making decisions,

exhibiting moral and social responsibility, fostering positive relationships, fending off negative

peer pressure; cooperation; managing conflicts; and asking for and providing help.

Inferences

 Academic Challenges: Children with learning disabilities frequently experience

substantial academic difficulties, such as issues with reading, writing, math, and other

essential courses. These difficulties may cause irritation, low self-esteem, and a feeling of

inferiority to their peers.

 Social Isolation: According to certain studies, kids with learning disabilities may become

socially isolated due to their difficulties in school. They could struggle to keep up in

class, participate in group activities, or participate in extracurricular activities and make

friends.

 Bullying and stigmatization: There may be indications of a greater susceptibility to

bullying and stigmatization. Peers may have unfavorable views, tease them, and exclude

them since they don't fully comprehend their learning difficulties.

 Anxiety and Depression: Children with learning disabilities may be more susceptible to

anxiety and depression than other children. Their mental health may suffer from the

pressure to keep up socially and academically.

 Self-Esteem Issues: Because of their learning challenges and the possibility of receiving

unfavourable feedback from teachers, peers, or even themselves, these children may

suffer from lower levels of self-esteem and confidence.

Learning Disabilities 9

 Family Stress: According to several studies, stress levels are generally higher in families

with children with learning disabilities. It can be difficult for parents and other caregivers

to balance their child's educational demands, fight for the right help, and care for their

emotional well-being.

 Role of Teachers – Teachers play a crucial role in helping LD children by helping them in

their studies and general behaviour. Special training must be provided to teachers to deal

with these students.

 Impact on Identity and Aspirations: Children with learning difficulties may have different

self-perceptions and aspirations for the future. They might form a negative self-concept

and restrict their career objectives based on their perceived limits.

 Support Systems: Children with learning disabilities can achieve far better results when

they have access to supportive teachers, tailored learning plans, and special education

programs. Research may demonstrate how crucial these interventions are.

 Strengths and Resilience: In accordance with some research, children with learning

disabilities frequently demonstrate their strengths and resilience. As a result of

overcoming their obstacles, they could acquire special problem-solving abilities,

empathy, inventiveness, and tenacity.

 Cultural and societal factors: Cultural and societal factors influence the experiences of

learning-disabled children, including how different societies view disabilities and provide

support.

 Intervention and strategies: Recently, research focused on how social-emotional learning

can help children with learning disabilities overcome these challenges. The positive
Learning Disabilities 10

impact of SEL learning has been observed in all children with LD despite their

socioeconomic status.

TREND

no. of studies
6

0
2010-2012 2013-2015 2016-2018 2019-2021

no. of studies
Learning Disabilities 11

REFERENCES

1. Aishworiya, R., Chan, P. F., Kiing, J. S., Chong, S. C., & Tay, S. K. (2016). Sleep

Patterns and Dysfunctions in Children with Learning Problems. Annals of the Academy

of Medicine, Singapore, 45(11), 507–512.

2. Alesi, M., Rappo, G., & Pepi, A. (2014). Depression, anxiety at school and self-esteem

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Children, 3(3), 0-0.

3. Berchiatti, M., Ferrer, A., Galiana, L., Badenes-Ribera, L., & Longobardi, C. (2021).

Bullying in students with special education needs and learning difficulties: The role of

the student–teacher relationship quality and students’ social status in the peer group.

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4. Brooks, B. A., Floyd, F., Robins, D. L., & Chan, W. Y. (2015). Extracurricular activities

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disabilities. Journal of Intellectual Disability Research, 59(7), 678-687.

5. Cavioni, V., Grazzani, I., & Ornaghi, V. (2017). Social and emotional learning for

children with Learning Disability: Implications for inclusion. INTERNATIONAL

JOURNAL OF EMOTIONAL EDUCATION., 9(2), 100-109.

Learning Disabilities 12

6. Caqueo‐Urízar, A., Mena‐Chamorro, P., Atencio‐Quevedo, D., Flores, J., & Urzúa, A.

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https://doi.org/10.4103/IJPSYM.IJPSYM_199_19

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Learning Disabilities 13

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