Learning Disabilities and its Behavioural Consequences: An Analytical Review

This article analyzes the role of learning disabilities in behavioural functioning of children. Learning Disabilities are conditions that cause significant difficulties in one or more of the basic processes used in understanding or using spoken or written language. It includes disorders that impair functions such as reading (Dyslexia), writing (Dysgraphia), and mathematical calculations (Dyscalculia). Children with learning disabilities often display difficulties in recognizing emotions like anger, fear, joy and they also exhibit difficulties in interpreting social situations in a correct manner and predicting the behavioural consequences of specific actions. Furthermore, these children are less accurate in using good strategies for conflict resolutions and problem solving in comparison to Non-LD children. Such children also display a higher level of behavioural problems. For instance; due to constant experience of failure the child may give up; withdraw or try to overcompensate which manifest in their behaviour. They find it hard to maintain a positive social interaction and experience a great deal of social and emotional problems in addition to their learning difficulties. Such problems increase with the growing age and exert harmful impact on overall development of a child, if they are not diagnosed timely. Researches related to learning disabilities have mainly focused on academic underachievement, perceptual and cognitive deficits; but only a few researches have been done on social, emotional, and behavioural problems of LD children. Therefore, a critical review of literatures related to learning disabilities and its behavioural consequences is the focus of this article. Present review would also be helpful to aware parents, teachers, and counselors about the detrimental impacts of learning disabilities on proper development of behavioural functioning in children.