Early identification and enhanced assessment of learning disabilities: A review

Abstract

Learning disabilities (LD) affect a significant portion of the global population, presenting tremendous emotional, social, and academic challenges. The multifaceted nature of LD necessitates early and objective identification focusing on educational and cognitive factors. This survey systematically reviews pen-paper and technology-based approaches for identifying LD, employing the PRISMA protocol to ensure a comprehensive and rigorous meta-analysis. A total of 3,783 papers were initially identified during the search process, of which 160 articles met the inclusion criteria. The study explores the various aspects of the identification and intervention of LD, intending to reduce long-term impacts. The essential skills required to recognize different types of LD were identified and classified, underscoring the importance of a set of fundamental skills for accurate differentiation. In addition, this research underscores the importance of objective assessments by integrating emerging technologies such as virtual reality, augmented reality and artificial intelligence, which improves the precision and efficiency of LD identification. The paper also discusses the critical role of early LD identification and addresses associated challenges. It advocates for a comprehensive approach through interdisciplinary collaboration and systemic reforms, ultimately promoting greater inclusivity and equity in education and society.

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