UNDERSTANDING LEARNING DISABILITIES IN BOTH CHILDREN AND ADULTS.

UNDERSTANDING LEARNING DISABILITIES IN BOTH CHILDREN AND ADULTS

BY MR. ASUQUO SAMUEL PRINCEWILL

1.1 Introduction

Learning disabilities (LDs) are neurodevelopmental disorders that significantly impact an individual's ability to learn and perform in academic settings. These disabilities often manifest as a noticeable discrepancy between intellectual capacity and academic achievement, making it challenging to identify and address them effectively (Frontiers, 2021; ScienceDirect, 2020).

Phonological awareness, the ability to recognize and manipulate sounds in language, has been identified as a crucial factor in the prevention of learning disabilities. Early stimulation of this skill in pre-school and primary school learners can significantly enhance reading fluency and comprehension, thereby reducing the likelihood of developing learning disabilities (Frontiers, 2021).

Parental involvement plays a critical role in managing learning disabilities. Research indicates that parents, particularly mothers, often experience high levels of stress and feelings of inadequacy when raising children with LDs. These emotional challenges can adversely affect their well-being and the quality of parent-child interactions (Journal of Child and Family Studies, 2021). Understanding and addressing these psychological impacts through strategies such as self-forgiveness can help improve parental efficacy and reduce stress, ultimately benefiting both parents and children (Journal of Child and Family Studies, 2021).

Additionally, identifying learning disabilities remains a significant barrier due to the complex nature of these conditions. Accurate identification is crucial for providing the necessary support and accommodations to help affected individuals succeed academically (ScienceDirect, 2020). Educational accommodations, such as individualized education plans (IEPs), are essential tools in supporting students with LDs, ensuring they receive tailored support to meet their unique learning needs (Frontiers, 2021).

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1.2 Types of Learning Disabilities

Learning disabilities (LDs) are a diverse set of neurodevelopmental disorders that significantly impede an individual's ability to learn and perform academically. These disabilities are typically characterized by a marked discrepancy between intellectual capacity and academic performance, posing substantial challenges for effective identification and intervention (American Psychiatric Association, 2013; Lyon, Shaywitz, & Shaywitz, 2003).

Dyslexia

Dyslexia is one of the most well-known learning disabilities, primarily affecting reading abilities. It is characterized by difficulties with accurate and/or fluent word recognition and poor spelling skills, often stemming from deficits in phonological processing (Shaywitz, 1998). Individuals with dyslexia struggle with reading comprehension and acquiring new vocabulary, which can significantly hinder their academic progress (International Dyslexia Association, 2020).

Dysgraphia

Dysgraphia involves impairments in writing abilities, including spelling difficulties, poor handwriting, and challenges in expressing thoughts on paper (Berninger & May, 2011). Individuals with dysgraphia may write slowly, produce illegible handwriting, and find it difficult to organize their written work effectively (American Psychiatric Association, 2013).

Dyscalculia

Dyscalculia is characterized by difficulties in learning and comprehending arithmetic. This learning disability affects the ability to understand numbers, perform calculations, and grasp mathematical concepts. Individuals with dyscalculia often struggle with basic number sense, arithmetic operations, and problem-solving (Butterworth, Varma, & Laurillard, 2011).

Auditory Processing Disorder (APD)

Auditory Processing Disorder, or Central Auditory Processing Disorder, affects the way auditory information is processed by the brain. Individuals with APD may have normal hearing but experience difficulties in recognizing and interpreting sounds, particularly in noisy environments. This can impact their ability to understand speech and follow auditory instructions (Sharma, Purdy, & Kelly, 2009).

Nonverbal Learning Disabilities (NVLD)

Nonverbal Learning Disabilities are characterized by deficits in visual-spatial, intuitive, organizational, evaluative, and holistic processing abilities. Individuals with NVLD typically have strong verbal skills but face challenges in interpreting nonverbal cues, motor coordination, and spatial awareness (Rourke, 1995).

Language Processing Disorder (LPD)

Language Processing Disorder is a specific subtype of Auditory Processing Disorder that affects the processing and understanding of spoken language. This disorder impacts both expressive and receptive language skills, making it difficult for individuals to communicate effectively (Catts & Kamhi, 2005).

Visual Processing Disorder

Visual Processing Disorder affects the brain's ability to interpret visual information. Individuals with this disorder may have difficulty with spatial orientation, depth perception, and recognizing visual patterns such as letters and numbers (Dutton & Lueck, 2015).

Learning disabilities encompass a broad spectrum of disorders, each presenting unique challenges that require tailored interventions. Early identification and appropriate educational strategies are crucial in supporting individuals with LDs, enabling them to achieve their full academic and personal potential. The diverse nature of these disabilities underscores the importance of a comprehensive and individualized approach to diagnosis and treatment (Lyon et al., 2003).

1.3 Prevalence of Learning Disabilities in Nigeria

Empirical research on learning disabilities in Nigeria has highlighted various aspects of the challenges faced by individuals with disabilities and the education system's response to their needs. ?In Nigeria, learning disabilities (LDs) are a significant concern, affecting a substantial portion of the student population. Recent studies indicate that approximately 7% of household members above the age of five experience some level of difficulty in at least one functional domain, which includes seeing, hearing, communication, cognition, walking, or self-care. This prevalence is likely an underestimation due to limitations in data collection and reporting (World Bank, 2020).

A specific study focusing on primary school pupils revealed that a notable percentage of students in middle basic classes are experiencing learning disabilities. The data underscores the need for improved educational interventions and policies to support these learners effectively (Global Academic Group, 2023).

1.4 Recent Empirical Studies in Nigeria

1. Intellectual Disability: A scoping review by Sango and Deveau (2022) explored empirical literature on intellectual disability (ID) in Nigeria. The review identified a limited number of studies focused on the prevalence and experiences of individuals with ID, emphasizing the need for more primary research in this area. The review highlighted that the majority of studies employed quantitative methods, with a small number utilizing qualitative or mixed methods approaches. This limited empirical work hinders the understanding and policy-making necessary to address the challenges faced by people with ID in Nigeria (Sango & Deveau, 2022).
2. Inclusive Education: A study by Ajuwon (2011) investigated the attitudes and concerns of special education trainees regarding inclusive education in Nigeria. The study found that the main concerns were related to the adequacy of resources, large class sizes, and insufficient training for educators. These issues were seen as significant barriers to the effective implementation of inclusive education policies (Ajuwon, 2011).
3. Perceptions of Parents: Research conducted in Lagos examined the perceptions and experiences of parents of children with disabilities concerning inclusive education. The study revealed mixed feelings among parents, with some supporting inclusive education while others doubted its effectiveness due to inadequate resources and societal stigma. The study also found that cultural factors and gender biases played a role in shaping parents' perceptions, with women often bearing the primary responsibility for the care of children with disabilities (Brydges & Mkandawire, 2020).
4. Educational Resources and Training: A study on special educators' attitudes towards inclusive education highlighted the importance of adequate resources and training. Educators with prior training in inclusive education were more positively disposed towards it, while those without sufficient resources and support expressed concerns about its feasibility. This study underscores the need for substantial increases in funding and resources to support inclusive education in Nigeria (Disability Studies Quarterly, 2020).

1.5 Recommendations

1. Dyslexia: Focus on multisensory approaches that integrate visual, auditory, and tactile modalities to improve reading fluency and comprehension. Utilize structured literacy programs that emphasize phonological awareness and decoding skills. Provide text-to-speech technology and extended time for reading assignments.
2. Dysgraphia: Offer assistive technology for writing tasks, such as speech-to-text software or word prediction programs. Use graphic organizers and explicit instruction in spelling and grammar. Allow for alternative methods of demonstrating knowledge, like oral presentations or visual projects.
3. Dyscalculia: Implement hands-on learning activities to reinforce numerical concepts and promote understanding through manipulatives and visual aids. Break down complex math problems into smaller steps and provide additional practice opportunities. Use calculators for tasks that focus on problem-solving rather than basic arithmetic.
4. Auditory Processing Disorder (APD): Reduce background noise in learning environments and use FM systems or preferential seating to enhance auditory input. Provide visual cues alongside verbal instructions and allow extra time for processing information. Encourage frequent repetition and summarization of key points.
5. Nonverbal Learning Disabilities (NVLD): Foster organizational skills through structured routines and visual schedules. Offer explicit instruction in social skills and nonverbal communication cues. Use diagrams and models to enhance understanding of spatial relationships and abstract concepts.
6. Language Processing Disorder (LPD): Break down complex sentences into simpler phrases and use clear, concise language when giving instructions. Provide opportunities for repetition and reinforcement of vocabulary and grammar rules. Use visual supports like charts or diagrams to illustrate key concepts.
7. Visual Processing Disorder: Modify the visual environment by reducing clutter and using high contrast materials. Provide preferential seating and avoid rapid transitions between visual tasks. Use auditory cues alongside visual information to reinforce learning.

1.5 Conclusion

Early identification and targeted interventions are essential in supporting individuals with learning disabilities. By implementing these tailored strategies and accommodations, educators and caregivers can empower individuals with LDs to achieve academic success and thrive in various aspects of life. Regular assessment and collaboration with specialists ensure that interventions remain effective and aligned with individual needs.