Identification of Difficulties and Efficacy of Intervention Strategies for Students with Specific Learning Disabilities: A Mini Study

Abstract

Background: Children with Specific Learning Disabilities (SLD) generally face significant challenges in academic skills, particularly in reading, writing, and arithmetic. These issues may have hampered their educational improvement, even though they have an average or higher-than-average intelligence. Objective: This mini-study aimed to determine the usual challenges experienced by students with SLD and to assist them by recording the effective techniques they may use to improve their academic performance. Methods: For the present study ten (10) participants were selected which were diagnosed by a licensed psychologist, aged 8-18, with SLD. Researchers collected comprehensive case histories on every participant and tested their academic skills using the Grade Level Assessment Device (GLAD). In order to familiarize themselves with the available support system mechanisms, data was collected through GLAD, observations and interviews with the parents and their children. Results: The results consistently indicated specific areas of difficulty, particularly in reading, spelling, comprehension, computation, and solving mathematical word problems. On the contrary, multiple strategies were found to be remarkably effective. The multisensory teaching approach is one of them, in which more than one sense is used to promote learning, in the segmenting of tasks into smaller, manageable steps; the utilization of visual aids in explaining information; and making repeated practice possible. The results underscore a vital conclusion an accurate, scientific evaluation is crucial. Conclusion: It is the absolute and first step that enables a teacher to adapt interventions successfully. This research efficiently fills the gap amid clinical diagnosis and sound workable classroom blueprints, eventually focusing on boosting learning gains and empowering students with SLD