EDUC 4175 Educational Psychology

Table of Contents


Analyze the impact of learning disabilities on a person’s life span.

Use relevant research findings to support your answer.


Learning disability refers to the classification of a person’s life as having multiple operating areas. It is a condition in which there is complexity due to unknown causes.

Learning Disorder refers to academic learning difficulties that do not require a diagnosis.

Learning disability can be described as a medical diagnosis that has been approved by the psychologist or the pediatrician to meet certain norms.

Learning disorder refers to a range of disabilities caused by insufficient academic or communication abilities.

A group of learning disorders is caused by insufficient communication and academic skills.

Dyslexia is caused by a lack of reading ability, Dyscalculia by a lack of solving math problems, and Dysgraphia by a lack of writing power.

Gadde 2013 states that the main problem with disabilities is that they can affect the brain and interfere with its ability to retrieve and process information.

A person with a learning disability can slow down their learning process in comparison to someone without it (Scanlon, 2013).

A person with learning disabilities can often have difficulties completing a task on their own.

Famous people like George Washington and Sir Albert Einstein have had dyslexia. However, they left it behind and made their names in history. Learning disability is not a disease but can sometimes be a strength (Kamhi & Catts 2013,).

This essay will focus on the effects of learning disabilities on the human life.

What Causes Disability?

Learning disabilities can often be caused by a variety of factors.

There are however common causes of learning disabilities.

These are:

Genetic Problem

Family members can also be affected by disability.

A family member or relative may also have a disability.

There may be developmental disorders that cause disability.

A disability can be caused by premature birth, alcoholism, or brain abnormalities.

The severity of disability can be increased by head injuries, toxic exposure, or malnutrition.

Human life after disability:

People with learning disabilities are faced with many challenges throughout their lives.

Not only are there academic disabilities, but also social impairments.

Psychological differences can affect the perceptions of social indicators among the cohorts (Hen & Goroshit 2014).

People with learning disabilities face difficulties in identifying learning platforms and also have to deal with stigmatizing tags.

Due to limitations in data collection and methodology, it is difficult to determine the effectiveness of special education services.

Geary (2013) says that adolescents with learning disabilities face many challenges because of their inability to understand and function.

A reduced expectation of others may be the reason for the poor learning outcomes of adolescents.

Research shows that teachers expect less of students with learning disabilities (Emerson McGill, Mansell 2013,).

Positive learning abilities are associated with higher self-esteem than students with learning disabilities. Studies also show that students who lack self-esteem have more problems in life.

Lack of self-esteem can cause major problems for a person, whether they are a child or adult. Self-esteem is essential because it allows one to trust in themselves and has the confidence to make important decisions.

People with learning disabilities have a history that is not only full of successes but also full of challenges.

The problem is that there is less employment for students with learning disabilities and less schooling.

Sri Lanka amended its bill on the rights of disabled persons. It states that they will have the right to make decisions, be employed and receive training in vocational skills development (Geary 2013).

Psychologists and psychiatrists can identify learning disabilities. They also use intelligence tests to assess aptitude, presentation, memory and thinking ability.

The tests determine whether the child’s cognitive abilities are comparable.

The child is considered to have learning disabilities if the test results are higher than the average.

The current method of testing for learning disability is to measure the child’s intelligence (Mirza Nisar, Ikram 2017).

Current research on learning disabilities is based upon a diagnostic process, also known as the response-to-intrusion treatment.

Researchers recommend that the process will display the student’s performance, and begin the treatment accordingly. They will not wait to see if the child is able meet the criteria for learning disability. Then they will send them off for treatment.

People with learning disabilities are often not spoken of and unnoticed in real life, which can lead to further degradation in their lives (Gaddes 2013,).

Their unspoken, invisible attitudes are the primary reason they end up in hospitals.

People with learning disabilities were previously kept secret from society and history. If the girl in a family had a learning disability, it was considered more shameful to those families (Chandrasekara Wijesundera & Perera 2016).

People with learning disabilities are often viewed as people who need constant support and care. They cannot do any activity on their own.

People with learning disabilities are often used by others to tell stories about their disability.

In their lifetime, the people with learning disabilities want to talk like normal people. They also wish they could have someone listen to their thoughts and act with them as normal people.

Current State

Recent times have seen a rise in encouragement for people with learning disabilities. They are now able to share their experiences and openly talk to others.

Because they have the potential to be themselves, people with learning disabilities are able to make themselves known and provide opportunities for others that would otherwise be impossible.

People with learning disabilities often have difficulty expressing themselves in words or with dyslexia. This is why they require a facilitator to assist them in finding the right words to complete their narrations (Gaddes 2013, Gaddes).

A person’s disability should not be a reason to exclude them from social spaces or to isolate them from other people. The challenge is to include them in social groups and to help them overcome life obstacles with sensibility, guidance and support so they feel secure and safe among others (Lovett & Sparks 2013).

They are not normal and should not be treated like such.

They are often treated rudely by their families when their child has a learning disability. However, this behavior is not acceptable or respectable because they are not responsible for the child’s disability.

Sometimes the disabled child is treated as a joke by other students at the school. Parents of such children may be asked to transfer their child to a school for the special needs because they believe that they aren’t eligible to receive education at a regular school. This will ruin the school’s reputation.

People with learning disabilities need to be able to advocate for themselves. Only that will help them develop sense and understanding of the world around them. Lovett and Sparks 2013.

Learn about Disabilities in Sri Lanka

Nearly 11% of school-going students in Sri Lanka have learning disabilities that require special guidance.

They make up 96% of the students who do not go to school, while 0.4% are there with fearful expressions or actions (Reid Lienemann and Hagaman 2013, respectively).

Many cases of learning disabilities are misdiagnosed in Sri Lanka. This is due to the poor support and information provided for students with learning disabilities.

Parents in Sri Lanka are often fanatical about their children’s education. They also want their child to be a top student and blame the teachers and education system for their child’s failures.

Learning disabilities in children mostly affect the brain and the senses.

Sri Lanka has approximately 80% of students who have reading problems. If the problem isn’t well managed, the child’s self-esteem will suffer and they will lack in education and information throughout their lives (Cortiella & Horowitz 2014).

A law that outlines the fundamental rights of a person with learning disabilities was amended in Sri Lanka’s constitution a few years back.

The society’s negative attitude often prevents family members from mentioning that there is an LD person in their household.

It is still not possible to offer all persons with learning disabilities co-operative services.

Children with LD are treated at a specialized school, or through a foundation.

There are 10 schools that specialize in LD education in Sri Lanka. However, the problem is that there is not enough teachers to help the students with LD.

Sri Lanka still has no record of students with disabilities and the country does not provide basic rights for those living with LD.

The society is not able to benefit from the lack of information, which reduces the opportunities and paces for LD persons.

The society does not have the necessary education for students with LD, and the acceptance of students with LD is not transparent (Ceci 2013).

Role of Parents

Parents’ role in the lives and daily activities of children with learning disabilities is vital.

The student should not be blamed for their learning disability. However, the parents must accept the challenge of their child’s disability and work with them with patience and understanding.

Parents should encourage their child and show them respect. This will allow them to become more social and help them build self-esteem and confidence.

It is important to understand the needs of the child with learning disabilities. However, it is also important to consider the consequences for a family if the society refuses to accept them and treats them equally with other children.

Parents in Sri Lanka are embarrassed to speak out about their child’s learning disability at school and in other public places. This gives the society more power to discriminate against those children.

Parents must ensure that their child has a safe environment in which they can feel comfortable and be an active member of society.

The belief that the child has a learning disability is due to a parent’s negative attitude or the student’s sins is another reason.

The special schooling system can only be used until the age of 14 so parents of these children have to fear that their child’s education will cease once they reach that age. This could lead to many problems in the future (Meppelder Hodes and Schuengel 2015).

The Role of Teachers

They are highly experienced and can assist the child with LD in being social and completing their education.

Because psychologists are primarily concerned with the minds and thoughts of people, they can better support the child than any other person.

Role of Universities and Foundations

University professors can give the student background information and a proper understanding of the child’s condition. There are very few foundations that assist students with learning disabilities. Many foundations interact with parents and teachers to help them develop many educational and social programs.

Individuals with learning disabilities need a supportive environment that is understanding and collaborative. If they don’t feel at home in this environment, they will quit school and hide in their house.

People with learning disabilities are often afraid of being rejected or amused by others.

Individuals with learning disabilities can only succeed if they have the support and cooperation of their friends.

Individuals face many problems in their lives and need to find the right cooperation to help them be part of society (Cowan & Powell 2014).

It can be concluded that individuals with learning disabilities will find a school environment that is welcoming and supportive. This will allow them to become socially active.

The school is the foundation of all people’s lives. Individuals with learning disabilities need to be educated in order to avoid future academic problems.

A child with learning disabilities wants to attend the same school as a student without any disability so they have the same education and opportunities. Most importantly, they want to be treated like a normal person.

Although it is encouraging to hear about the concern of Sri Lankan officials for the LD students, the country is still not well-equipped in terms of facilitating the learning process for those with Learning Disability.

Routledge. Handbook of cognitive, socio- and neuropsychological aspects learning disabilities (Vol.

The diagnostic dilemma and fragile X syndrome in children who have learning difficulties.

Sri Lanka Journal of Child Health 45(1).

Cortiella C. and Horowitz S.H. (2014)

The current state of learning disabilities: Trends and facts.

National Center for Learning Disabilities.

Cowan, R. and Powell D., 2014.

The contribution of numerical and domain-general factors to third-grade mathematical skills and learning disabilities in math.

Journal of Educational Psychology, (106(1)), p.214.

Emerson, E., McGill P., and Mansell J., 2013.

Neuropsychological approach to learning disabilities and brain function.

Springer Science & Business Media.

The early foundations of mathematics learning and their relation to learning disabilities.

Current Directions in Psychological Science, 22(1), pages 23-27.

Hen, M., and Goroshit M., 2014.

Comparison of students with and without learning disabilities: Academic procrastination and emotional intelligence.

Journal of learning disabilities 47(2), pp.116–124.

Kamhi A.G. and Catts H.W.

Language and Reading Disabilities: Pearson New International Edition.

Pearson Higher Ed.

Johns, B. (2014).

Strategies for success in learning disabilities and related disabilities

Nelson Education.

Sparks, R.L. (2013).

A quantitative synthesis of the identification and performance in gifted students diagnosed with learning disabilities:

Journal of Learning Disabilities 46(4), pp.304-311.

Salsgiver, R.W.

The diversity model approach to disability in human service practice.

Oxford University Press.

Meppelder M., Hodes M. Kef S., and Schuengel C.

The buffering role that resources play in parenting stress and child behavior problems among parents with intellectual disabilities.

Journal of Intellectual Disability Research, 5(7), 666-677.

Mirza, N.M.M., Nisar N., and Ikram Z., 2017.

Priorities for action in disability studies in Sri Lanka.

Rehabilitation and disability, 36 (20), pp.17421748.

Hagaman, J.L.

Strategies for students with learning disabilities.

Guilford Publications.

The latest definition of specific learning disability: Which is the most comprehensive?

Which is inadequate?

Journal of Learning Disabilities 46(1): pp. 26-33.

Seligman M. and Darling R.B. 2017.

Special children, ordinary families: A system approach to childhood disability.

Guilford Publications.

Swanson, H.L.

Handbook for learning disabilities.

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