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Challenges Faced by Students with Learning Disabilities

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Challenges Faced by Students with Learning Disabilities

Introduction

According to the 2012 EOCD report titled “Equity and Quality in Education: Supporting disadvantaged students and schools”, an effective education system must combine equity with quality, which means that all children should be given equal opportunities for good quality education (Bouillet, 2015). The principle of inclusive education requires every child and family to be respected, included, participate, work towards common goals, and engage in activities that help them to reach their full potential (Bouillet, 2015). The main challenge involved in the promotion of inclusive education involves children with learning disabilities. Learning disabilities are a group of heterogeneous problems, that is, they include a range of difficulties faced by learners in the acquisition of different reading skills. These include difficulties in reading, writing and mathematical abilities (Kowalik-Olubinska, 2012). This literature review examines the challenges faced by children with learning disabilities in education.

Social and Emotional Challenges

           Students with learning disabilities experience social and emotional difficulties within the school environment. Some students face difficulties in expressing their feelings, reading nonverbal cues, and calming themselves down, which contributes to problems when interacting with their counterparts (Neeraja, 2013). Although all children may experience these challenges, they are more consistent in those with learning disabilities. Difficulties in mastering concepts may result in low self-esteem, behavior and withdrawal problems, which negatively impact their social interactions (Neeraja, 2013). Additionally, students may be less observant of their social environment, misinterpret the social behaviors of their peers, and fail to easily learn from experiences or social cues as their counterparts do. Students with learning disabilities are also more likely to exhibit social ineptness and immaturity because of the challenges they face in learning. Their desire for acceptance may influence them to go lose themselves and do things that are not appropriate. Proponents of full inclusion argue that children with learning disabilities benefit both socially and emotionally from a more inclusive education environment because of the availability of friends who are normally achieving, but this is not always the case (Wiener & Tardif, 2004). The environment may present more social and emotional challenges, which undermine their achievement.

           Hassan (2015) studied the emotional and behavioral problems faced by children with learning disabilities and identified problems, such as poor concentration, less activity, lack of self-confidence, thinking problems, reduced value of self, and attention deficit. Other problems identified included sleep problems, hyperactivity delinquency, sadness, emotional confusion, and phobia (Hassan, 2015). On the other hand, Cavioni, Grazzani, and Ornaghi (2017) found that social and emotional difficulties experienced by students with learning disabilities included less accuracy in recognizing the expression of emotions, such as fear, joy, embarrassment, and anger. They also exhibit limited strategies for managing conflicts compared to their counterparts without learning disabilities (Cavioni, Grazzani, & Ornaghi, 2017). They also demonstrate low self-efficacy and self-esteem. 

Lack of Trained Teachers

           Another important challenge faced by students with learning disabilities within the school environment that impacts their academic achievement is the lack of trained teachers. Teachers lack the required skills to address the special needs of students with learning disabilities. Zwane and Malale (2018) examined challenges involved when working with children with learning disabilities, which include curriculum delivery barriers, inappropriate assessment procedures, unqualified and underqualified teachers, limited support from teachers, ineffective teaching and learning methods as well as support material, and teacher training barrier. All these challenges arise from the lack of skilled and well-trained teachers. Sawhneya and Bansalb (2014) the extent to which teachers were aware of learning disabilities and found that teachers lack adequate knowledge about learning disabilities due to lack of training. the lack of awareness about learning disabilities, the special needs of children with learning disabilities, and inappropriate teaching and assessment procedures and methods imply that students with learning disabilities do not receive quality and equal education. 

Gaps in the Literature 

           The reviewed literature fails to address some salient areas in the problem of learning disabilities. The literature focuses on the challenges faced by this category of learners within the school environment, with a focus on social and emotional challenges as well as a lack of trained teachers, and how they impact academic achievement. It is important to examine how experiences at home impact the education of children with learning disabilities and how these challenges can be managed to foster academic achievement. Additionally, more research is required to determine other challenges faced by this category. 

Summary 

           The reviewed literature of crucial importance to the research topic, that is, “The Challenges Faced by Students with Learning Disabilities”. First, students with learning disabilities face social and emotional challenges that undermine their achievement. Social and emotional challenges include difficulties in expressing their feelings, low self-esteem, behavior and withdrawal problems, thinking problems, and attention deficits. Second, the lack of trained teachers to work with students with learning disabilities results in problems in teaching and learning, such as inappropriate assessment procedures. It is important to develop awareness about these challenges and implement ways through which they can be alleviated. 

References

Bouillet, D. (2015). Students with Disabilities and Challenges in Educational Practice. Croatian Journal of Education, 17(2), 11-26.

Cavioni, V., Grazzani, I., & Ornaghi, V. (2017). Social and emotional learning for children with Learning Disability: Implications for inclusion. International Journal of Emotional Education, 9(2), 100 - 109.

Hassan, A. E. (2015). Emotional and Behavioral Problems of Children with Learning Disabilities. Journal of Educational Policy and Entrepreneurial Research (JEPER), 2(10), 66-74.

Kowalik-Olubinska, M. (2012). Education of children on learning disabilities from the social and cultural perpective. Social and Behavioral Sciences, 55, 1243 –1249.

Neeraja, P. (2013). Adjustment Problems Faced by Children with Learning Disabilities– Impact of Special Education. Journal of Education and Practice, 5(4), 122-127.

Sawhneya, N., & Bansalb, S. (2014). Study of awareness of learning disabilities among elementary school teachers. Patiala: Punjabi University.

Wiener, J., & Tardif, C. Y. (2004). Social and Emotional Functioning of Children with Learning Disabilities: Does Special Education Placement Make a Difference? Learning Disabilities Research & Practice,, 19(1), 20–32.

Zwane, S. L., & Malale, M. M. (2018). Investigating barriers teachers face in the implementation of inclusive education in high schools in Gege branch, Swaziland. African Journal of Disability, 7, 1-12.