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ORIGINAL ARTICLE
Year : 2019  |  Volume : 3  |  Issue : 1  |  Page : 125-130

Prevalence of learning disabilities among a sample of primary school students


1 Department of Psychiatry, Faculty of Medicine, Al-Azhar University, Cairo, Egypt
2 Damanhour Educational Hospital, Ministry of Health, Cairo, Egypt

Correspondence Address:
Hala T Mohamed
Assistant professor of psychiatry, Faculty of medicine AL Azhar University
Egypt
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/sjamf.sjamf_65_18

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Objective The aim was to assess the prevalence and sociodemographic risk factors of learning disabilities in primary school students studying in a governmental school. Participants and methods The present cross-sectional study was conducted on primary school children. A total of 218 students, of both sexes, represented all primary grades. All students were subjected to modified psychometric tool (MST) to identify the risk students. The students with risk of learning disorders (LDs) on MST were evaluated by the following: (a) visual acuity, hearing test, and intelligent quotient and (b) semistructured clinical interview to confirm diagnosis of LDs according to DSM-IV. In addition, our study explored the correspondence between the prevalence of LDs and the following variables: age, sex, grade level, family history, order of birth of child, and history of epilepsy or severe trauma. Finally, assessment of socioeconomic status was done to identifying the social standards of students’ families. Results A total of 36 (16.5%) students of the total screened (n=218) were identified as at risk by MST; of them, six students had visual and hearing impairment and were excluded from the study. There was increasing prevalence of identified LDs with increasing age, grade level, positive family history, and history of epilepsy. Moreover, students who were identified with LDs were more likely to be from low socioeconomic status. In addition, an association was found between LDs and language developmental delay. Conclusion Learning disabilities were common in primary school students. Screening students for such disorder should be recognized and identified right within the primary school level.


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