Learning Disability and self esteem by Ms. Mitchelle D'mello

1. BY
MITCHELLE D’MELLO

2.  Learning disability (LD) now also known as
specific learning disability (SLD) affects a
broad range of academic and functional skills
including the ability to
 Speak
 Listen
 Read
 Write
 Spell
 Reason
 Organise information

3.  Dyslexia
 Dysgraphia
 Dyscalculia

7. Heredity
 Learning disabilities often run in the family.
Problems during pregnancy and
birth
 Anomalies in developing brain, illness or injury,
fetal exposure to alcohol or drugs, lbw, oxygen
deprivation, premature or prolonged labour.
Accidents after Birth
 Head injures, malnutrition, toxic exposure.

8.  Estimated 15% of the U.S population
 10 % of the school age population in India.
 35% of the students with LD drop out of high
school.
 60% of the adults with severe literacy
problems have undetected LD.
 50% of juvenile delinquents tested LD.
 60% of the adolescents in treatment for
substance abuse have LD.

9. SCHOOL FAILURE
DIFFICULTY IN UNDERSTANDING AND PRODUCING WORK
LEARNING DISABILITY
DISCOURAGEMENT
DECREASED EFFORT
LOSS OF SELF ESTEEM
UNEMPLOYMENT / CRIME
DROP OUT
FURTHER SCHOOL FAILURE
WASTE OF OUR HUMAN RESOURCE

11.  According to self-esteem expert Morris Rosenberg, self-esteem is
quite simply one’s attitude toward oneself (1965). He described it
as a “favourable or unfavourable attitude toward the self”.
Various factors believed to influence our self-esteem include:
 Genetics
 Personality
 Life experiences
 Age
 Health
 Thoughts
 Social circumstances
 The reactions of others
 Comparing the self to others
 For e.g.- (I am competent, I am worthy, I am lazy, I am stupid).
 An important note is that self-esteem is not fixed. It is malleable
and measurable, meaning we can test for and improve upon it.

12.  Labeling “stupid”,”lazy”,”slow-learners”
 Failure and non achievement
 Emotional development
 Social Stigma
 Parental difficulties

13.  Your child avoids a task or challenge without even trying. This often signals a fear of failure or
a sense of helplessness.
 He quits soon after beginning a game or a task, giving up at the first sign of frustration.
 He cheats or lies when he believes he's going to lose a game or do poorly.
 He shows signs of regression, acting baby like or very silly. These types of behaviour invite
teasing and name-calling from other youngsters, thus adding insult to injury.
 He becomes controlling, bossy, or inflexible as ways of hiding feelings of inadequacy,
frustration, or powerlessness.
 He makes excuses ("The teacher is dumb") or downplays the importance of events ("I don't
really like that game anyway"), uses this kind of rationalizing to place blame on others or
external forces.
 His grades in school have declined, or he has lost interest in usual activities.
 He withdraws socially, losing or having less contact with friends.
 He experiences changing moods, exhibiting sadness, crying, angry outbursts, frustration, or
quietness.
 He makes self-critical comments, such as "I never do anything right," "Nobody likes me," "I'm
ugly," "It's my fault," or "Everyone is smarter than I am."
 He has difficulty accepting either praise or criticism.
 He becomes overly concerned or sensitive about other people's opinions of him.
 He seems to be strongly affected by negative peer influence, adopting attitudes and behaviours
like a disdain for school, cutting classes, acting disrespectfully, shoplifting, or experimenting
with tobacco, alcohol, or drugs.
 He is either overly helpful or never helpful at home.

14.  Assessment and Counselling
 Remedial Education
 Family Therapy
 Play therapy
 Art therapy
 Life skills training
 Support groups