Specific Learning Disabilities (SLD) are a complex group of neurological conditions that significantly impact the acquisition and use of fundamental academic skills, such as reading, writing and math, in children and adolescents. These SLDs can challenge the learning process in a unique way and are often characterized by persistent and disproportionate difficulties, even in the presence of a suitable school environment and continuous cognitive stimulation.
Two of the most widely recognized SLDs are dyslexia and dysgraphia. Dyslexia manifests itself mainly in reading, involving difficulties in decoding written words and in reading fluency, often accompanied by difficulties in text comprehension. On the other hand, dysgraphia compromises the ability to write clearly and efficiently, affecting the formation of letters and the organization of ideas on paper.
In this context, it is crucial to recognize and address SLD holistically, considering not only the academic challenges, but also the emotional and social impact they cause. This article aims to discuss the distinctive characteristics of dyslexia and dysgraphia, as well as describing the relationship between them and the mental health of affected children. In addition, specific guidelines will be presented for the work of psychologists, educators and other professionals involved, to improve the quality of life and development potential of these children, promoting a more inclusive and welcoming society for all, regardless of their specific learning abilities.
Keywords: Specific Learning Difficulties, Dyslexia, Dysgraphia, Mental Health, Interventions, School Psychology.
Dyslexia: A Barrier to Reading and Mental Health
Dyslexia not only affects reading ability, but also has a substantial impact on children's mental health. The frustration arising from reading difficulties can lead to feelings of anxiety, low self-esteem and even depression. Children with dyslexia can feel discouraged about school and the learning process, which can damage their emotional wellbeing in the long term.
It is crucial to recognize that the mental and emotional health of children with dyslexia is as important a concern as their academic abilities.
Intervention strategies for psychologists in the case of dyslexia may include:
Self-regulation skills training: Teaching children with dyslexia to recognize and manage their emotions, such as frustration and anxiety, can be key. Relaxation and breathing techniques can help reduce anxiety during reading.
Metacognition techniques: Developing metacognitive awareness can help children monitor and adjust their own reading. This can include strategies for identifying when they are not understanding a text and how to address this problem.
Social Skills Training: Helping children with dyslexia develop solid social skills can be an effective strategy for dealing with the stigma and social pressure associated with reading difficulties.
Dysgraphia: Challenges in Written Expression and Impact on Mental Health
Dysgraphia can also have a significant impact on children's mental health. The frustration resulting from the inability to write clearly and legibly can lead to feelings of inadequacy and anxiety. Children with dysgraphia may avoid tasks that involve writing, which can limit their opportunities for learning and academic growth. It is therefore crucial to recognize the interconnection between writing difficulties and children's mental health.
For psychologists, intervention strategies in the case of dysgraphia can include:
Motor Skills Training: Offer occupational therapy to improve fine motor coordination, which can facilitate writing.
Writing Automation Techniques: Teaching techniques that help the child to automatize letter formation, such as repeating strokes and writing patterns.
Reinforce Self-Esteem: Work with the child to develop a positive attitude towards writing, emphasizing their skills and progress over time.
Conclusions and General Guidelines:
Specific Learning Disabilities, including dyslexia and dysgraphia, have a significant impact on children's mental health, affecting their self-esteem, motivation, and emotional well-being. In addition to the specific strategies mentioned, psychologists must approach these conditions with understanding, empathy, and sensitivity. It is essential to recognize that each child is unique and requires an individualized approach. Early identification, personalized intervention, mental health support and the promotion of self-acceptance are essential elements in enabling these children to reach their full academic and emotional potential.
References.
Shaywitz, S. E., & Shaywitz, B. A. (2020). Dyslexia (Specific Reading Disability). New England Journal of Medicine, 382(10), 946-955.
Berninger, V. W., & Richards, T. L. (2010). Inter-relationships among behavioral markers, genes, brain, and treatment in dyslexia and dysgraphia. Future Neurology, 5(5), 597-617.
Fletcher, J. M., & Miciak, J. (2021). Dyslexia: The Nature of Reading Development and Disorders. Annual Review of Psychology, 72, 121-143.
Fawcett, A. J., & Nicolson, R. I. (2010). Dyslexia: The Role of the Grapheme-Phoneme Correspondence in Reading and Spelling Development. Educational Psychology, 30(1), 3-18.
Graham, S., & Harris, K. R. (2021). The Development of Writing: Insights from the First Twenty Years of the Journal of Writing Research. Journal of Writing Research, 12(3), 183-206.
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