Ecological Factors in Learning Disabilities

Abstract

h.nvironmcntal causes of learning and behavior problems, as contrasted with genetic or conuenital causes, are explored for the purpose of alert in n the learning disabilities professional to those conditions for which remedial measures may be taken. These emironmentul causes fall into five neneral categories: chronic anxiety, malnutrition, toxicity, allergy, and clectromaunetu radiation or technical pollution. Although remediation procedures will be different for each individual ecolo^ic cause, recognition by the learning, disabilities professional of ccoloxueffected conditions will allow for recommendation and initiation of diagnostic procedures, which in turn could remediate the specific condition. O f major concern to teachers, school administrators, and parents are those children who, for one reason or another, have difficulty with particular aspects of learning; they are said to have learning disabilities. Some of these children, hut not all. have also been found to be hyperactive, hut not all hyperactive children have learning problems; the two max be separate problems or they may overlap. There are mam known causes of learning problems and hyperactive behavior, and probabl\ just as main causes as yet undetected ( ) ! these causes, there are five classifications that involve factors in the environment of the child and thus would be1 considered ecological: anxiety, malnutrition, toxieitx, allergy, and technical pollution. This article is designed to present to the professional in learning disabilities the currently known environmental causes of learning and behavioral problems. Although there can be genetic-, traumatic, or pathologic" reasons tor these* problems, environmental reasons allow (or solutions that, in some instances, ma> be instituted by the learning disabilities professional, but in most instances may at least be recogni/ed ANXIETY Anxiety, or chronic arousal, is the result of constant pressure, either internal or external, that

Anxiety, Depression, and Coping Skills Among Mexican School Children

“…Affective variables such as self-concept, attributions, motivation, anxiety, temperament, loneliness, and depression have been studied in children with LD, with most studies reporting that children with LD experience difficulties in these areas (Bender & Wall, 1994; Lackaye, Margalit, Ziv, & Ziman, 2006; LaGreca & Stone, 1990; Manassis & Young, 2004; Margalit & Al-Yagon, 2002; Mayron, 1978; Sundheim & Voeller, 2004). Children with LD frequently show characteristics such as behavioral inhibition and maladaptive cognition, which lead to anxiety (Al-Yagon & Mikulincer, 2004).…”

LDs' Expressions of Anxiety in Terms of Minor Somatic Complaints

“…Their cognitive and social passive characteristics (Wong & Wong, 1980) show them to have difficulty in developing effective interpersonal relationships (as a reflection of their verbal and non-verbal communicative incompetence) and to experience recurring failures in various areas. All this contributes to feelings of anxiety and helplessness, which might be accompanied by psychophysiological changes (Gable, Strain & Hendrickson, 1979;Mayron, 1978;Thomas, 1979). We know little about the specific vulnerability (neurologic) of the LD child, but we know that inappropriate educational programming is pathogenic for any child, LD or not, and somatic complaints may be its signal.…”

Lead, trace mineral intake, and behavior of children

“…Supplements of such trace minerals and vitamins have been used as a treatment for behavioral disorders in school settings but typically under poorly designed research conditions. That is, control subjects are not used, or treatment is not administered under double-blind conditions (e.g., Krisher, 1978;Mayron, 1978;Walker, 1975). Using this questionable approach, Krisher reported that 2 weeks of dietary supplements of copper and zinc reduced behavioral disorder of children in a school setting.…”