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After the 1980s there has been a change in focus from only looking at academics of the LD child to evaluating his social, emotional and behavioural aspects
We know that the majority of preschoolers with dyslexia are happy and well-adjusted. However emotional problems seem to begin when early reading instruction does not match their learning styles
This feeling tends to persist in adulthoodone often avoids challenges, refuses promotions, etc. Often the feeling: Am I good enough?
Pupils with BES behaviours are troubled individuals whose emotional state leads them to negative behaviours. They may seek attention, even the negative kind, or lash-out at a world wherein they feel that everyone is against them.
This results in a serious lack of positive feedback in a downward spiralling of self-esteem The child becomes his worst enemy
Social Competence
This refers to the social, emotional and
cognitive skills and behaviours that
This depends on a number of factors including social skills, social awareness and self-confidence
Children learn to take another persons perspective and develop an understanding of the social rules and conventions of their culture. There is more give and take between them than with adults.. thus providing an opportunity for the development of social competencies such as cooperation and negotiation. These skills are associated with effective interpersonal relationships in adult life, including with co-workers and romantic partners
Social skills
This is the knowledge and ability to use a variety of social behaviours that are appropriate to a given inter-personal situation and are pleasing to others It is the capacity to inhibit egocentric, impulsive and negative social behaviours
The possibility of bidirectional pathways between both disorders has also been proposed (Hinshaw 1992) Thus : Anxiety Cognition Failure
There appear to be five main ways in which emotional concerns and Learning
Disabilities interact:
* LD leads to emotional distress * LD raises or exacerbates existing emotional concerns * Emotional issues may mask a childs LD * Emotional issues may exacerbate an LD * Positive emotional health may enhance the performance of children with LD
Forness and Karale (1999): Nearly I out of every 4 depressed children seemed to have an LD
There are attempts to cope with a difficult learning process and the resultant failure, frustration and feelings of incompetence that these feelings cause
# Thus, some of the very characteristics of LD may predispose them to suicide (Rouke 1996)
The incidence of anxiety and depression in LD children seems to cause Oppositional Defiant Disorders , Conduct Disorders and Adjustment Disorders of Adolescent much more than in the normal population
Another perspective:
Kids with LD often land up experiencing /exhibiting a number of characteristic features:
SHAME
For some kids who are diagnosedthere is a sense of relief. For others, this causes further stigmatization.
This often causes the individual to hide the
Internalized negative labels of stupidity and incompetence usually result in a poor self-concept and lack of confidence (Gerber and Ginsberg,1992)
FEAR
This is often masked by anger and anxiety Fear:.of being found out They develop coping strategies to hide their disability Fear of failure:.. They reason that since they failed before, they will fail againso they perceive themselves to be failures
Fear of ridicule: Adults internalize the negative criticisms and view themselves as dumb, lazy and incompetent
Emotional regulation
LDs shift easily from one emotion to the next. Others may experience difficulty regulating impulses or actions
CHANGE
There is often difficulty adjusting to change
thinkinge.g. researchers
A number of LDs who tend to be friendless and isolated from groupsland up working for the homeless, elderly or illpopulations which desperately need assistance
Gardner also describes those who have interpersonal intelligence (great leaders and entrepreneurs) or intrapersonal intelligences (psychologists and social workers). Some learn through nature (zoo keepers and explorers).and many more.
Parents and teachers need to look for these routes and bring them to schools
confidence
Individual therapy could be effective when introduced in conjunction with special ed. provisions. However, group therapy may be more effective as peers are a better source of
Testing the negative thought, and often realizing it is wrong. e.g. I am dyslexic it must be my
Commitment
The committed find the learning situation more meaningfulideally they are actively involved in building their special educational programme.
Control
They behave and act as if they can influence the course of events. They perceive many stressful life events as predictable consequences of their own activity, and thereby, as subject to their own
Challenge
This is a belief that change, rather than stability, is normal. Stress then is anticipated as an opportunity and incentive for growth
Mother Theresa: We will never know till we go to heaven how much we owe the poor for allowing us to help them. The truth she spoke lies in the basic need of human beings to do something useful and helpful to others if one is to be truly fulfilled and happy.
As the LD student acquires the skills of helping others, they discover more of their own resources, and feel more related to the world because others need them. They are empowered by giving.
Thank you