TOPIC: LEARNING DISABILITIES IN STUDENTS AT THE

PRIMARY LEVEL

CHAPTER 1

INTRODUCTION .

Learning disability is a broad term that refers to the several forms of learning difficulties. A
learning handicap makes it harder for a person to learn and apply specific abilities. Reading,
writing, listening ,speaking, reasoning and mathematics are most affected. According
to studies, learning disabilities are caused by changes in how the brain acts and processes
information.

There is no identification that someone has learning disability. According to the experts,
there is a significant difference between how well children perform in school and how well a
child can perform based on their intelligence. Mostly learning disabilities are recognized at
primary level. A child is usually does not has most symptoms, However a child shows these
symptoms, parents and teachers should investigate if the child has learning disability.

Parents and teachers

should assess child if he has more difficulty in reading, writing, and solving mathematical
problems as compared to his peers.

Statement of the Problem:

The purpose of this study is to find out the learning disabilities in students at primary level. Its
aim is to analyze the disabilities of learning which exist in the boys and girls of the primary
school student. Very few studies have been conducted on this topic, so it is very important to
conduct a comprehensive study on learning disabilities present in primary level students.
.

OBJECTIVES:

The study of learning disabilities in students of primary level is very important. This

study is designed to achieve the following objectives

1: To identify the learning disabilities in students at primary level.

2: To find out the effect of these disabilities on their studies.

3:To find out the awareness of teachers about learning disabilities in students at primary level.

METHODOLOGY:

The present research was a descriptive research. Researchers use articles for study

to get desired results. Learning disabilities is very important topic, We collected data

through qualitative research.

SIGNIFICANCE OF THE STUDY:

Learning disability, like any disability need more attention because there is an urgent need to
ensure earlier detection to limit and prevent its effects on students. A learning disability is
defined by severe difficulty in learning and academic accomplishment in individuals with no
disability. It is called ‘’invisible disability’’ because it is not quickly identified like other
disabilities.

A learning disability is ‘’ heterogeneous collection” of severe difficulties in acquiring

skills like speaking, listening, writing and understanding. Learning disability is associated with
many factors like mental retardation, social and emotional disturbance, psychological factors like
emotions, maturity, and cultural differences.

Learning disabilities are new issue in Pakistan, only

few departments interested in conducting researches in this area. The country’s education system
focuses on “theory” than ‘’learning” and is thus unsuitable for students with learning disabilities
Examining assessment and preventive concerns in the Pakistani context is critical due to the lack
of Pakistani research on this topic, so the western adaptations in the absence of proper
evaluation.
 LITERATURE REVIW

“Learning disabilities” are a term for a variety of issues such as dyslexia, dysgraphia and many

more. Learning disabilities should not be mixes with mental disabilities , both are different.

learning disability is a broader term for various learning difficulties. A learning handicap

makes it harder for a person to learn and apply specific abilities. (Lerner,2002).

Learning disabilities effect differently on every child, some times same disability impacts

differently on same age group children. It can be seen that some times a child suffers from

multiple disabilities at a time. Learning disabilities (LD) differ from person to person and

involve many disorders. Some one with LD may not have the same learning challenges as

some one without it. Math may be complex for someone with LD to understand. Someone

else may have difficulty understanding what is being said. As a result of individual variances

in the illness, no single profile of a person with LD is flawless. (Freund, 2005).

Types of Learning Disabilities:

Dyslexia:

Dyslexia is learning disability that is characterized by reading struggles. Students with

dyslexia feel difficulty to connect the letters they see on the page with the sounds that the letters

make. They feel difficulty blending letter sounds to form words, and may have trouble with

learning to read, spelling and reading fluency. (National Institute of Neurological Disorders and

Stroke.)

Dyslexia is the most common learning disability, affecting 20 % of the population.

(Yale Center for Dyslexia and Creativity.)

Signs of Dyslexia:

Every body experiences dyslexia little differently, but the main signs of

dyslexia processing letters and their sounds, sounding out words on the page , and reading with

ease and fluidity. People with dyslexia may also have trouble with writing and speaking, or any

kind of language processing. (Nemours Children Health, Understanding Dyslexia.) Children

have trouble in learning the letters of alphabets. Trouble in remembering and recognizing

rhymes. Students with dyslexia feel trouble in sounding out simple words like “sat into tap”.

they struggle to connect letters with their sounds.

Diagnosis of Dyslexia:

Children who are struggling with reading in primary school are evaluated for dyslexia, their

parents and teachers notice symptoms that may indicate dyslexia. Dyslexia is diagnosed by a

licensed psychologist. (Cleveland Clinic). No blood test is needed to diagnose dyslexia.

Evaluative tests are used to diagnose dyslexia, these tests are used to examine person’s ability

to decode words, read fluently, spell and recognize words. Writing and speaking skills may also

be examined. (Cleveland Clinic). Specific tests are used to examine dyslexia, these tests include

Dynamic Indicators of Basic Literacy Skills (DIBELS) , AIMSweb screening assessments,

Predictive Assessment of Reading(PAR), Texas Primary Reading Inventory(TPRI).

(International Dyslexia Association)

Treatment for Dyslexia:

Children who attend school will need to get an Individualized educational plan (IEP) will

that will ensure they get the proper services in school. Once student has an IEP, student will be

entitled by law to receive special services at school. These services include extra time in exams

and instruction from a reading and dyslexia specialist. (Nemours Children’s Health.)
 Dysgraphia:
Dysgraphia also known as disorder of written expression , it is a type of learning

disorder.(National Library of Medicine, Dysgraphia.). It can make harder for the person to write

as well as other person of their age and educational level. ( West Texas A&M University.)

It is a neurological condition that can affects the person’s ability to write letters and numbers.

(Learning Disabilities Association of America)

Types of Dysgraphia:

Developmental Dysgraphia:
This form of dysgraphia affects children and is often identified

when children start learning how to write in school.( National Institute of Neurological

disorder and Stroke.) It is estimated that 7 to 15% of primary age children exhibit some form

of difficulty with writing.( McCloskey M ,Developmental dysgraphia)

Acquired Dysgraphia:
This form of dysgraphia affects people who have experienced some

form of neurological damage, as a result they may start to have difficulty with writing, even

they are educated adults and were once able to write with ease.

Symptoms of Dysgraphia:

Someone with dysgraphia may face difficulty in letter formation

letter sizing, letter spacing, spelling, grammar, composition, writing speed, handwriting

legibility and fine motor skills , slow writing speed, trouble holding and maneuvering a

writing implement, inability to write in a straight line, tendency to write words in reverse,

Difficulty in recalling how letters are formed, incorrect use of verbs and pronouns,

incorrect use of upper and lower case letters, difficulty writing with correct grammar and

punctuation and tendency to reorder or omit words from sentences.

 Causes of Dysgraphia:

Developmental dysgraphia is often genetic and to run in families.

(National Library of Medicine.)

Acquired Dysgraphia:
In this type of dysgraphia, acquired skills are lost due to damage to
the parietal lobe of the brain, (National Institute of Neurological Disorders and Stroke).
Which occur due to a brain injury, a neurological condition, or a degenerative condition.
(Patel DR, Nizami I. Disorder of written expression and dysgraphia. )

Diagnosing dysgraphia:
The mental health diagnostic manual ,known as Diagnostic and
Statistical Manual of Mental Disorders lists dysgraphia under specific learning disorder
category . There are not any medical tests that can help diagnose dysgraphia,the diagnostic
process involves other tests and assessments .(Cleveland Clinic )

Handwriting Assessment :
Formalized handwriting tests can assess the liability and speed of the
person’s handwriting .
VMI Test:
The Beery Developmental Test of Visuomotor Integration (VMI) can help
assess the person’s ability to integrate their visual and motor skills.
Educational Assessment :
Health care providers collaborate with educational specialists
to determine the person’s educational history ,their learning strengths and weaknesses ,and
the extent of their writing difficulties .

Dyscalculia:

Dyscalculia is a learning disability that effects the processing of numerical and

arithmetical information. ( Mussolin , 2010). Kosk was the pioneers in his field to come up
with a neurological definition of developmental dyscalculia. According to him “Dyscalculia
is a difficulty in mathematical performance resulting from the impairments to those parts of
the brain that are involved in mathematical processing without a concurrent impairment in
general mental function.(Kosk ,1974).
Developmental Dyscalculia(DD) is defined as a
specific learning disorder that is characterized by a persistent impairment in processing
numerical information and learning arithmetic facts.(Diagnostic and Statistical Manual of
Mental Disorders, 2013). It can be said that dyscalculia and developmental dyscalculia as a
structural defect of the mathematical abilities.
Butterworth , a professor at the Institute of
Cognitive Neuroscience and Psychology at the University College London, argues that
dyscalculic student’s suffer from a lack of numerosity or numerical magnitude understanding
Since numerosity, that is the basic understanding of numbers, plays an integral role in
understanding mathematics, the lack thereof has a serious impact on the students ability to
learn mathematics. “ The capacity to represent and mentally manipulate numerosities is the
 key to learning arithmetic”(Iuvulano,Tang,&Butterworth,2008). According to Butterworth
dyscalculics are poor in performance, either in accuracy or in time, on very simple tuberosity
tasks, such as number comparison or the enumeration of small arrays of subjects.

Diagnosis dyscalculia:
In the absence of reliable imaging techniques, diagnosis of
developmental dyscalculia has been made on the basis of clinical assessments of arithmetical
skills. (Gross-Tsur, 2001). Many researchers describe the use of functional magnetic
resonance imaging (fMRI) to diagnose developmental dyscalculia. 3 to 6% of children
having difficulty on calculating, understanding mathematical language, and comprehending
mathematical facts ;all signs of dyscalculia.

Nonverbal Learning Disability:

Nonverbal learning disability is a neurodevelopmental

condition that is characterized by difficulties with visual –spatial processing, executive
functioning , mathematical concepts, fine motor skills and social skills. (MargolisAE,2020)
This condition starts in children when they are at primary classes, as their schoolwork becomes
less about memorizing words and facts, and more about applying theoretical concepts.(Child
Mind Institute.) .

Nonverbal learning disability is not recognized as an official diagnosis , it is

estimated that approximately 5% of students at primary level suffering with nonverbal learning
disability.(Learning Disabilities Association of America)

Types of NVLD:

Visual and Spatial Awareness:

A child with nonverbal learning disability may have trouble processing visual imagery, if they
are asked to copy a shape of square, they may draw something entirely differently, this is
because they may not be able to accurately perceive the shape. The child may also have
difficulty in evaluating the aspects of their surroundings ,making it harder for them to understand
what they are seeing and where is exactly located.

High Order Comprehension:

High order comprehension is the skill that helps us grasp “the big picture” by understanding yhe
main idea. Children with nonverbal learning disability have trouble with high order
comprehension, which can make difficult for them to understand the salient points of what they
are reading. They may also have trouble in telling or writing a story.

Executive Functions:
Executive functions are a set of high order skills that help us to organize our thoughts, plan out
our tasks, and figure out how to deal with problems. Children with nonverbal learning disability
have trouble in planning and organizing.

Symptoms of NLVD:

Children with nonverbal learning disability have difficulty in Gripping a pencil ,Tying shoelaces,
Using scissors ,Throwing ball , Multitasking ,Staying organized, Writing essays ,Telling stories,
Drawing Geometric shapes, Understanding Fractions, Evaluating new circumstances, Reading
facial Expressions and Body language and Understanding humor, idioms.

Treatment of NLVD:

Cognitive Behavioral Therapy:

To improve their confidence and social skills.

Occupational Therapy:

To help them adapt better at home and school.