Interventions in Specific Learning Disabilities Through Families

Abstract

Specific learning disabilities (LD) are a heterogeneous group of disorders that are manifested through significant difficulties in verbal expression-comprehension, reading, writing and mathematical reasoning and ability, and presumably stem from a dysfunction of the central nervous system (Lerner & Kline, 2006). The internationally established diagnostic criteria specify a delay of at least two years and two standard deviations below the mean performance on the skill value against the normative reference group. They also establish the subject must have a normal intellectual capacity and not suffer any associated developmental disorders that could account for her/his limitations or difficulties. Lastly, the subject must also have received adequate and normal schooling (American Psychiatric Association, APA, 2002; National Joint Committee of Learning Disabilities – NJCLD 1997). However, while these conditions are essentially conceptual and define LD as intrinsic to the individual and with a biological-genetic basis, they can coexist with problems in selfregulatory behaviors, social perception and interaction. They can also exist together with other disabilities, such as sensory impairment, mental retardation, severe emotional disorders or with extrinsic factors such as cultural differences or inadequate schooling. These factors, while not the cause of the LD, can influence its course (Individuals with Disabilities Education Improvement Act – IDEA 2004. Public Law 108-446; NJCLD 1997).

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