Psychological Co morbidity in Children and Adolescents with Learning Disorders

Abstract

Schools play a crucial and formative role in the spheres of cognitive, language, emotional,\nsocial and moral development of a child (Kapur, 1995). Academic skills such as reading,\nwriting and mathematics form the foundations upon which a student’s performance at\nschool is assessed. A learning problem may therefore engender feelings of anxiety,\ninadequacy and shame, leading to behavioral disturbances in children of school age. Any\nnegative feedback from school is likely to have an impact on the\nemotional, social and family functioning of a child.\nChildren with learning disorders (LD) are those who exhibit academic difficulties out of\nproportion to their intellectual capacities. They have impaired ability in learning the\nacademic skills of reading, writing, arithmetic or spelling. As per the Diagnostic and\nStatistical Manual – IV (DSM-IV) (American Psychiatric Association, 1994) learning\ndisorders are of four types: Reading disorder, Mathematics disorder, Disorder of written\nexpression and Learning disorder not otherwise specified (NOS). Estimates of the\nprevalence of learning disorders range from 2% to 10% depending on the nature of\nascertainment and the definitions applied (APA, 1994).

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