Psychological relationship of learning disabilities and interventions in children

INTRODUCTION In the present modern society mastery of basic academic skills-reading, writing and arithmetic is a necessary pre-requisite for success in both school and employment setting and in society at large. A large percentage of children suffer from learning disabilities or learning difficulties and therefore do not master or partially master-these required academic skills. Not surprisingly, each one learns differently. Most of us have our own ―learning difficulty‖, to cope with. Some people don't do well with numbers, others have difficulty in writing. Some people feel they have to discuss a new idea before they understand it; others need to mull it over in privacy. Learning difficulties and learning problems are often the first descriptive terms used when a child begins to have trouble in school. In some countries, it is used as a synonym for learning disabilities. However, learning difficulties and learning disabilities are usually distinguished with learning difficulties being a broader term. Not all difficulties are learning disabilities. Children develop at different rates and sometimes what seems to be a learning disability may resolve as the child matures. Importantly children who are language learners are sometimes misidentified as having learning disability, as these children are from impoverished backgrounds or with severe problems at home that impact their preparation for school or their behaviour. The term 'learning difficulty' has been applied to those children who have significantly greater difficulty in learning than the majority of their age. They are unable to make use of the education facilities available in schools. People with learning difficulties can have problems with many every day learning activities. Reading, spelling and numeracy skills are basic to school achievement. Children with specific learning difficulties may show problems in all three areas or only one or two. Reading and spelling are closely associated skills and it is rare to find reading - disabled children who are not at all handicapped in spelling. Most children are likely to be behind in all three areas, although there are occasional reports of subgroups showing rather more of one or the other deficit. Learning disability(LD) is a neurologically-based processing problem. Children withthis disability are a heterogeneous group of individuals, exhibiting,