Learning disorders (LDs) do not imply that a person is incapable of learning. Rather, it usually means that they may have difficulty learning in a conventional way. Having one of these disorders does not exclude the ability to learn through other means. Thus, some individuals may be more accurately described as having “a different way of learning,” avoiding potentially negative stereotypes and stigma.

Another common misconception about people with learning disorders is that they "outgrow" their difficulties in adulthood. This is often not the case, and many adults with learning disabilities still require support and resources to manage their differences.

 

Types of Learning Disorders

Learning disorders are a group of disorders characterized by difficulties in learning and applying academic skills. These include dyslexia (reading difficulties), dysgraphia (writing difficulties), dyscalculia (math difficulties), and other specific learning disorders.

Children with dyslexia may struggle to recognize words, read slowly and inaccurately, comprehend what they read, or retain what they have read. These challenges are often linked to deficits in phonological processing - the ability to manipulate the smallest sound units of language - which makes it difficult to learn to read.

Dysgraphia is associated with written expression disorders. Children with dysgraphia may omit letters or replace them with others, make many grammatical errors, and have difficulty expressing their thoughts in writing. Their handwriting may be illegible, and writing can be a slow and exhausting process.

Dyscalculia is a disorder that affects mathematical ability. Children with dyscalculia may have difficulty understanding numbers, their magnitudes, and relationships, which leads to challenges in performing calculations and applying mathematical concepts.

To be considered a symptom, these difficulties must persist for at least six months and be significantly below age level, interfering with school, work, or daily life. For example, a teenager may struggle to complete school assignments, while an adult may have trouble with jobs that require fluent writing or quick mental calculations.

Difficulties typically begin in school-age years but may become more apparent later, as academic skill demands increase. About 5-15% of school-aged children have some form of learning disorder. The causes are not fully understood but are thought to be linked to genetic factors, neurological characteristics, and external factors such as prenatal development issues or early childhood trauma. These disorders are not related to lack of intelligence or motivation - children with LDs may be very smart and talented in other areas.

 

Impact on Life

The consequences of learning disabilities extend beyond academic performance and affect social functioning as well. Neuropsychological differences can impact the ability to accurately interpret social cues from peers, and these children are at higher risk of being stigmatized. Studies show that adolescents with LDs tend to perform more poorly academically, though their low achievement may also be due to teachers' low expectations. Data collected in the U.S. has shown that teachers’ expectations for students with LDs often do not match their true academic potential.

Learning disorders also affect self-esteem. However, research has shown that several factors can positively influence self-esteem. Skills in non-academic areas (sports, arts) can boost confidence. Students with LDs are able to distinguish between academic skills and intellectual abilities. This suggests that students who accept their academic limitations but also recognize their potential to succeed in other intellectual tasks view themselves as capable and competent, which enhances their self-worth.

It is crucial for parents and teachers to understand that these children require special attention and support in order to realize their potential and successfully adapt to the school environment.

 

Treatment

Learning disorders are lifelong, but early intervention can reduce their impact. Individuals with LDs can develop strategies to overcome their impairments. The earlier they receive help, the greater their chances of succeeding in school and in life.

The best results can be achieved by a multidisciplinary team (psychologist, special education teacher, speech therapist, and pediatrician). Therapy focuses on correcting the core deficit of the disorder, addressing its negative effects on the child and family, and treating co-occurring conditions.

To meet these goals, specially designed corrective programs, psychotherapy, and sometimes medication (to address symptoms of comorbid conditions) may be used.

Family support plays a crucial role in helping the child adapt to the educational process. Parents can help by creating a comfortable and effective learning environment at home, providing emotional support, and encouraging their child’s achievements.