Materiały źródłowe

• #1 Psychiatry.org – What Are Specific Learning Disorders?

  https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder

  In 2013, the DSM-5 changed the diagnostic criteria for Specific Learning Disorder (SLD) to combine all three learning disorders (reading, mathematics, and written expression) into one overarching diagnosis. Specific learning disorders (often referred to as a learning disorder or learning disability, see note on terminology) are neurodevelopmental disorders that are typically diagnosed in early school-aged children, although may not be recognized until adulthood. They are characterized by a persistent impairment in at least one of three major areas: reading, written expression, and/or math. […] An estimated 5 to 15% of school-age children struggle with a learning disability. An estimated 80% of those with learning disorders have an impairment in reading in particular (commonly referred to as dyslexia). Dyslexia is common, affecting 20% of the population. Dyslexia affects males and females equally. Specific learning disorder often occurs along with other neurodevelopmental disorders (such as ADHD) and with anxiety.

• #1 Learning Disability – StatPearls – NCBI Bookshelf

  https://www.ncbi.nlm.nih.gov/books/NBK554371/

  Learning disabilities are nearly twice as prevalent in children with chronic illnesses as compared to healthy controls. Learning disabilities are present in approximately 5% of school-aged children globally. In the United States, data collected by the National Survey of Children’s Health suggest a lifetime prevalence of 10%. Risk factors include a family history of learning disabilities, poverty, premature delivery, prenatal alcohol exposure, TBI, and in the setting of other neurodevelopmental disorders. […] The most common learning disability is dyslexia, which accounts for at least 80% of learning disabilities. Learning disabilities often exist comorbidly with other disorders, such as oppositional defiant disorder, attention deficit hyperactivity disorder, anxiety, and obsessive-compulsive disorder.

• #1 The State of Learning Disabilities Today – Learning Disabilities Association of America

  https://ldaamerica.org/lda_today/the-state-of-learning-disabilities-today/

  Research has helped us come a long way since 1968. We now know that 1 in 5 individuals in the United States have learning and attention issues. LDAs mission is to create opportunities for success for all individuals affected by learning disabilities through support, education, and advocacy. We monitor and disseminate research findings and are committed to advocating for and protecting the rights of all individuals with learning disabilities, or the 1 in 5. […] The State of Learning Disabilities: Understanding the 1 in 5, published in 2017, is the most recent research report from The National Center for Learning Disabilities (NCLD). Their report used data from the 2015-2016 school year and research to illustrate challenges and opportunities facing children with learning disabilities and attention challenges.

• #1 Learning Disabilities & Disorders: What To Know

  https://my.clevelandclinic.org/health/diseases/4865-learning-disabilities-what-you-need-to-know

  Learning disabilities are relatively common. Researchers estimate that 10% of people in the U.S. receive an LD diagnosis at some point in their lives. About 5% of school-aged children globally have LDs. […] Dyslexia is the most common. It accounts for at least 80% of LDs. […] Researchers still have a lot to learn about learning disabilities and their causes. Currently, they think LDs result from a combination of genetic and environmental factors. […] Some studies show that LDs affect 20% to 70% of children with psychiatric conditions. […] If you think your child has a learning disorder, you should formally request testing through their school system. Schools are required to evaluate a child (age 3 to 21) if they’re suspected of having a disability that affects their learning or educational performance.

• #1 COE – Students With Disabilities

  https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities

  In 202223, the number of students ages 321 who received special education and/or related services under the Individuals with Disabilities Education Act (IDEA) was 7.5 million, or the equivalent of 15 percent of all public school students. Among students receiving special education and/or related services, the most common category of disability was specific learning disabilities (32 percent). […] Data collection activities to monitor compliance with IDEA began in 1976. The number of students ages 321 served under IDEA in the United States increased from 6.4 million in school year 201213 to 7.5 million in school year 202223. […] During the coronavirus pandemic, total public school enrollment decreased by 3 percent from fall 2019 to fall 2020, and the fall 2022 enrollment remained lower than it was in fall 2019, before the pandemic. Meanwhile, the number of students served under IDEA decreased by 1 percent between 201920 and 202021 (from 7.3 to 7.2 million students). In 202223, the number of students served under IDEA reached an all-time high of 7.5 million, which was 3 percent higher than it was in 201920.

• #1 Specific Learning Disabilities | Wisconsin Department of Public Instruction

  https://dpi.wi.gov/sped/program/specific-learning-disabilities

  Specific learning disability pursuant to s. 115.76 (5) (a) 10., Stats., means a disorder in one or more of the basic psychological processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or perform mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, motor disabilities, cognitive disabilities, emotional disturbance, cultural factors, environmental, or economic disadvantage. PI 11.36 (6)(a), Wis. Admin. Code […] For the 2022-2023 school year, 24,850 students (3%) of total public school enrollment (822,804 students) were identified as having a specific learning disability. The 24,850 students with a specific learning disability made up 20.3% of all students with IEPs (122,187). […] In Wisconsin, like many other states, we see district data demonstrating race-based patterns of identification for a specific learning disability. Specifically, districts have identified American Indian, black, and hispanic students more than their peers with having a specific learning disability.

• #1 COE – Students With Disabilities

  https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities

  In school year 202223, across the 50 states and the District of Columbia, the percentage of public school students served under IDEA ranged from 12 to 21 percent. […] Among students who were served under IDEA in school year 202223, the disability types with the largest reported percentages of students were specific learning disabilities (32 percent); speech or language impairments (19 percent); other health impairments (15 percent); and autism (13 percent). […] Data on type of disability by sex were available only for school-age students. Therefore, findings by sex are presented for school-age students only, rather than all students ages 321. As a percentage of K12 students enrolled in public schools in school year 202223, more male students (18 percent) than female students (10 percent) were served under IDEA. […] Educational environment data are also available for school-age students served under IDEA. Of the school-age students served under IDEA in fall 2022, 95 percent were enrolled in regular schools.

• #1

  https://www.babymhospital.org/BMH_MJ/index.php/BMHMJ/article/view/120

  Children with learning disabilities have significant impairment in reading, writing and mathematics, in spite of normal intelligence and sensory abilities. The lifetime prevalence of learning disability is about 10%. Learning disabilities are more frequently seen in boys compared to girls. There are several risk factors for learning disabilities. Low birth weight, preterm birth, neonatal complications, language delay and epilepsy are important risk factors for learning disabilities in children. […] If not remedied at the earliest, learning disabilities will lead to failure in exams and these children may develop stress related disorders. Hence all children with learning problems should be evaluated scientifically at the earliest, for identification of learning disability. By providing scientific guidance and intensive one to one remedial training, learning problems of children can be managed successfully.

• #1 Products – Data Briefs – Number 473 – July 2023

  https://www.cdc.gov/nchs/products/databriefs/db473.htm

  During 20192021, the prevalence of any diagnosed developmental disability in children aged 317 years increased from 7.40% to 8.56%. […] Developmental disabilities are common in children in the United States, and the prevalence has increased in recent years. […] During 20192021, a significant increase in the prevalence of any diagnosed developmental disability was observed. However, no significant change in the prevalence of diagnosed autism spectrum disorder or intellectual disability was observed over the same period. The increase in the prevalence of any developmental disability was largely the result of the significant increase in prevalence of any other developmental delay. […] Estimates presented in this report are the first on developmental disabilities from NHIS since the survey was redesigned in 2019.

• #1 Epidemiology of Intellectual Disability and Comorbid Conditions | Intellectual Disability and Health

  https://www.intellectualdisability.info/mental-health/articles/epidemiology-of-intellectual-disability-and-comorbid-conditions

  Epidemiology is essentially the study of a disorder in a given population. Knowledge of the distribution of a disorder in a population can increase understanding of the causes and how best to manage it. […] Epidemiological studies have been undertaken looking at the causes of intellectual disability, including demographic, parental and environmental factors. […] Prevalence rates vary depending on the study design and the population studied, but according to the World Health Organization the true prevalence of intellectual disability is close to 3%. […] Evidence from epidemiological studies suggests that people with intellectual disability are more susceptible to mental and physical illnesses than the general population. […] Several important issues require further investigation, including: the incidence of physical disorders in the people with intellectual disabilities population.

• #1 How Common Is Learning Disability In The UK? How Many People Have A Learning Disability? | Mencap

  https://www.mencap.org.uk/learning-disability-explained/research-and-statistics/how-common-learning-disability

  There are 1.5 million people with a learning disability in the UK. Approximately 2.16% of adults in the UK are believed to have a learning disability. Approximately 2.5% of children in the UK are believed to have a learning disability. There are approximately 1.2 million adults with a learning disability in the UK. There are approximately 349,000 children with a learning disability in the UK.

• #1

  https://www.gov.uk/government/publications/learning-disability-applying-all-our-health/learning-disabilities-applying-all-our-health

  There are approximately 1.3 million people with a learning disability in England, including over 950,000 adults aged 18 or over. These figures reflect the most up-to-date data from Mencap, and have been calculated using learning disability prevalence rates from Public Health England (2016) and population data (2020) from the Office for National Statistics (ONS). […] The number of people with a learning disability recorded in health and welfare systems is much lower. Those known to learning disability services are likely to be people with a more significant learning disability. […] LeDeR annual reports and the LeDeR website resources provide information about the lives and deaths of people with a learning disability whose deaths have been notified to LeDeR. […] NHS Digital health and care of people with learning disabilities and the related dashboard covers a spectrum of indicators over the last 5 years. The report can be used to compare the health of people with a learning disability across a range of health conditions compared to the general population with data at CCG level.

• #1 IJPDS International Journal of Population Data Science

  https://ijpds.org/article/view/1342

  The current findings highlight the importance of survey question specificity in the estimation of intellectual disability prevalence and provide reliable prevalence estimates of intellectual disability in Northern Ireland. The findings also demonstrate the utility of administrative data for detecting and understanding intellectual disability, and inform recommendations on how to maximise use of future intellectual disability Census data. […] According to most recent meta-analysis findings, the prevalence of intellectual disability ranges from 0.05 1.55% globally. Reviewing 20 studies (from Australia, Canada, China, Denmark, Finland, India, Norway, Taiwan & Sweden), McKenzie and colleagues showed that intellectual disability prevalence was highly variable. Estimates based on studies using child/adolescent data ranged from 0.22 % to 1.55 % while estimates based on studies using adult data ranged from 0.05 % to 0.8 %.

• #1 IJPDS International Journal of Population Data Science

  https://ijpds.org/article/view/1342

  The authors partly attributed this variability in prevalence to heterogeneity in study settings, methodologies, and case definitions. Specifically, studies tended to vary in data source i.e. administrative data (e.g. health, education, social services data or data from national registries) or national household survey data. […] Notably, variation in the format and content of these survey questions, particularly in studies based in the same country and administered during the same time, returned varying intellectual disability prevalence estimates. […] While poorer classification of intellectual disability has notable effects on prevalence estimation, it has also been shown to dramatically influence assessments of related morbidity. […] Given that national administrative and household panel survey data are widely used to inform prevalence estimates of intellectual disability, our study used two separate sources of national survey data from Northern Ireland to investigate the effects of survey question ambiguity/specificity on intellectual disability prevalence estimation.

• #1 Primary care experiences of adults reporting learning disability: a probability sample survey

  https://pearl.plymouth.ac.uk/pms-research/1258/

  Adults with learning disability face multiple adversities, but evidence on their needs and primary care experiences is limited. […] To compare the characteristics and primary care experiences of adults reporting learning disability with those who did not. […] Adults reporting learning disability were more likely to be male, younger, of mixed or multiple ethnicities, and live in more deprived areas. […] All chronic conditions included in the survey were more common in adults reporting learning disability, especially reported sensory, neurodevelopmental, neurological, and mental health conditions. […] Adults reporting learning disability had a higher likelihood of chronic health conditions. Their reported experiences of primary care indicate that, despite recent initiatives to improve services offered, further adaptations to the consistency and ease of access to primary care is needed.

• #1 The State of Learning Disabilities Today – Learning Disabilities Association of America

  https://ldaamerica.org/lda_today/the-state-of-learning-disabilities-today/

  Based on the 2019 population, 20% would represent 65.6 million individuals in the United States who have learning and attention issues (U.S. Census Bureau). That does not sound like such a small number. […] Approximately 8.25% are identified in school and receive some specialized instruction or accommodations through an IEP or a 504. Less than half of the total number of students estimated to have learning and attention issues. […] Students with learning disabilities drop out of high school at nearly three times the rate of all students. […] Unaddressed learning and attention issues contribute to the school-to-prison pipeline. A large study found that half of young students with learning disabilities or related issues had been involved at some point with the justice system. […] Enrollment in college and completion rates are lower than the rest of students their age.

• #1 Metropolitan Atlanta Developmental Disabilities Surveillance Program (MADDSP) | Autism Spectrum Disorder (ASD) | CDC

  https://www.cdc.gov/autism/addm-network/maddsp.html

  CDC’s Metropolitan Atlanta Developmental Disabilities Surveillance Program (MADDSP) estimates the number of children with selected developmental disabilities in metropolitan Atlanta. […] CDC began tracking the prevalence of intellectual disability, cerebral palsy, hearing loss, vision impairment, and epilepsy among children 10 years of age in 1984 as part of the Metropolitan Atlanta Developmental Disabilities Study. […] The success of that study prompted CDC to establish MADDSP in 1991 in order to estimate the number of children in the metropolitan Atlanta area who had one or more of four developmental disabilitiescerebral palsy, hearing loss, intellectual disability, and vision impairment. […] Autism spectrum disorder (ASD) was added to the program in 1996. […] MADDSP served as the model for the creation of the Autism and Developmental Disabilities Monitoring (ADDM) Network and, since 2000, has participated as one of the sites in the ADDM Network.

• #1 Our research | Scottish Learning Disabilities Observatory

  http://www.sldo.ac.uk/our-research/

  Monitoring and assessing health trends for people with learning disabilities […] This research programme uses evidence from epidemiology and evidence syntheses, and observations from clinical practice to design complex health improvement interventions that can be tested using clinical trials.

• #1

  https://www.nhs.uk/conditions/learning-disabilities/annual-health-checks/

  People with a learning disability often have poorer physical and mental health than other people. This does not need to be the case. […] Anyone aged 14 or over who is on their doctor’s learning disability register can have a free annual health check once a year. […] Adults and young people aged 14 or over with a learning disability who are on the doctor’s practice learning disability register should be invited by their doctor to come for an annual health check. […] Most doctors offer annual health checks to people with a learning disability. But they do not have to offer this service. […] The NHS has to make it as easy for disabled people to use health services as it is for people who are not disabled. This is called making reasonable adjustments.

• #1 Adults with learning disabilities’ use of health promotion initiatives | Nursing Times

  https://www.nursingtimes.net/learning-disabilities/adults-with-learning-disabilities-use-of-health-promotion-initiatives-20-05-2024/

  In the years since these annual health checks were introduced, access to them has improved and 69% of adults with LD attended one in the year up to 29 February 2024. […] Many LD-specific health promotion initiatives also exist, the uptake levels 0f which are unclear. […] This phase of Project 2020 identified uptake of 21 health promotion schemes in adults with LD. […] Uptake of non-LD-specific schemes, such as some vaccination programmes and national screening programmes, was lower. […] Our results showed generally low uptake of national screening programmes among people with LD and, of these, the lowest uptake rates we identified were for cervical screening. […] There is a need to establish links with local screening coordinators and GP practices to develop strategies that will support uptake of screening programmes among this population.

• #1

  https://transform.england.nhs.uk/covid-19-response/technology-nhs/improving-the-health-and-wellbeing-of-people-with-learning-disabilities-in-the-south-west/

  People with learning disabilities typically experience poorer health outcomes than others, and face particular difficulties managing long-term conditions such as diabetes, arthritis, heart and respiratory problems. […] Annual health checks are a key way of monitoring the health and wellbeing of people with learning disabilities and increasing their uptake is vital to ensuring patients can enjoy healthy lives. […] People with learning disabilities are twice as likely to die from an avoidable medical cause of death. (Source: Learning Disabilities Mortality Review, 2020) […] The NHS long term plan pledges to ensure at least three-quarters of all people with learning disabilities have an annual health check. […] 56% of local people with learning disabilities have had an annual health check. (Source: Bristol, North Somerset and South Gloucestershire CCG)

• #1 Adults with learning disabilities’ use of health promotion initiatives | Nursing Times

  https://www.nursingtimes.net/learning-disabilities/adults-with-learning-disabilities-use-of-health-promotion-initiatives-20-05-2024/

  Despite awareness of health promotion initiatives specific to people with LD, these programmes are currently not fully utilised. […] There is a need to explore which factors limit access to health promotion initiatives among people with LD, as well as a need for improvements in the provision of reasonable adjustments. […] Equal access to health promotion initiatives is critical to identify conditions early, improve quality of life, and reduce health inequalities among people with LD.

• #1 Epidemiology of mental health problems in adults with learning disability: an update | Advances in Psychiatric Treatment | Cambridge Core

  https://www.cambridge.org/core/journals/advances-in-psychiatric-treatment/article/epidemiology-of-mental-health-problems-in-adults-with-learning-disability-an-update/E0BC6A9A023334679F80BE9E92E977C8

  Epidemiological studies measuring prevalence rates and factors associated with mental health problems in adults with learning disability have produced very different and sometimes contradictory results, mainly because of methodological problems. […] Consequently, much of the epidemiology of mental health problems in this population is still unknown, although improved methodology and additional information are emerging. […] However, to date, epidemiological studies measuring prevalence rates and factors associated with mental health problems in this population have produced very different and sometimes contradictory results, mainly because of methodological difficulties such as those summarised in Box 1. […] Accurate epidemiological information can be obtained only by using reliable and valid measurements on population-based samples.

• #1 IJPDS International Journal of Population Data Science

  https://ijpds.org/article/view/1342

  Prevalence estimation of intellectual disability using national administrative and household survey data: The importance of survey question specificity […] Variability in prevalence estimation of intellectual disability has been attributed to heterogeneity in study settings, methodologies, and intellectual disability case definitions. Among studies based on national household survey data specifically, variability in prevalence estimation has partly been attributed to the level of specificity of the survey questions employed to determine the presence of intellectual disability. […] Prevalence estimates generated using the more crudely classified intellectual disability Census data indicated a prevalence of 2% for the overall population, 3.8% for children aged between 0 and 15 years, and 1.5% for citizens aged 16 years or older. Intellectual disability prevalence estimates generated using the more explicitly defined 2007 NISALD data indicated a population prevalence of 0.5% for the overall population, 1.3% for children aged between 0 and 15 years, and 0.3% for citizens aged 16 years or older.

• #1 A Fair Supportive Society: Summary Report, Learning Disabilities, Social Determinants of Health, Health Equity, Poor Housing, Bullying, NHS England, Poverty, life expectancy – IHE

  https://www.instituteofhealthequity.org/resources-reports/a-fair-supportive-society-summary-report

  The IHE report A Fair, Supportive Society highlights that some of the most vulnerable people in society those with learning disabilities will die 15-20 years sooner on average than the general population thats 1,200 people every year. […] Much of the government action needed to improve life expectancy for people with learning disabilities is likely to reduce health inequalities for everyone. […] Action should focus on the social determinants of health, particularly addressing poverty, poor housing, discrimination and bullying.

• #1 Psychiatry.org – What Are Specific Learning Disorders?

  https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder

  Learning disorders are categorized as mild, moderate and severe. Accommodation and support services align with the severity to facilitate a persons most effective functioning. […] Learning disorders, if not recognized and managed, can cause problems throughout a persons life beyond having lower academic achievement. These problems include increased risk of greater psychological distress, poorer overall mental health, unemployment, underemployment and dropping out of school. […] Under federal law, per the Individuals with Disabilities Education Act (IDEA), students with learning disorders are eligible for special education services. The law requires that if a child is suspected of having a specific learning disability, the school must provide an evaluation. Those found to have specific learning disorders are eligible for special education services. An IEP team, including school personnel and parents, will develop an Individualized Education Plan (IEP) for the student with SLD. Parents should specifically ask for an evaluation if they are concerned. Educational advocates may be helpful to families in the IEP process. The federal law also requires that free appropriate public education (FAPE) be offered to all students, including those requiring special education.

• #1 Children at Risk of Specific Learning Disorder: A Study on Prevalence and Risk Factors

  https://www.mdpi.com/2227-9067/11/7/759

  Research has demonstrated that early signs of SLD encompass delays in social skill development, challenges in adhering to rules, and difficulties with individual and group work. […] Studies highlight that if children at risk of learning disabilities are identified during preschool and provided with suitable intervention programs, the likelihood of receiving an SLD diagnosis during their school years is significantly reduced. […] The prevalence of specific learning disorders (SLD) varies across studies from different countries. […] Epidemiological studies and government reports in 2004–2005 indicated that the prevalence of learning disabilities in Greece was between 1.2% and 1.4%. […] The prevalence of SLD in primary school children was 7.7% in Pakistan and 13.6% in Turkey. […] According to the DSM, the prevalence of SLD in reading, writing, and mathematics ranged from 5% to 15% among school-aged children in different languages and cultures.

• #1 Using Data to Identify and Monitor Progress for Students with a Specific Learning Disability – Illuminate Education

  https://www.illuminateed.com/blog/2022/07/using-data-to-identify-and-monitor-progress-for-students-with-a-specific-learning-disability/

  Data on student progress play a key role in identifying students who have a specific learning disability, and also in ensuring these students are making fast enough progress toward the learning goals outlined in their Individualized Education Programs (IEP). […] Progress monitoring data can help educators determine whether students truly have an SLD, or if they just need help getting over a temporary speed bump in their learning. […] The 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) explicitly allows for the use of progress monitoring data to support IEP eligibility when an SLD is suspected In fact, progress data are more reliable for decision making purposes than single-point-in-time assessments. […] A students progress scores must be compared with other sources of information to determine whether that child has a specific learning disability.

• #1 Learning Disorders and Disabilities | Boston Children’s Hospital

  https://www.childrenshospital.org/conditions/learning-disorders-and-disabilities

  The outlook depends on many factors. In most cases, if the child receives good educational and family support and can be directed to occupations and pursuits that call upon their strengths, they do very well as adults. Long-term outcomes do not depend only on academic achievement, but also on personal qualities, supportive adults and community factors. […] Dr. Waber leads research on clinical outcomes after evaluations for suspected learning disabilities. Parents often seek evaluations for their children who struggle in school, yet remarkably little is known about benefits of such evaluations, how children fare after such evaluations and so forth. This research follows up on children who are evaluated to find out whether and how the evaluation helped. […] Dr. Gaab leads research on brain bases of dyslexia and language disorders using functional magnetic resonance imaging techniques. Often, a child needs to fail before they come to attention and receive intervention. A primary focus of this research is early identification of dyslexia, which would hopefully lead to earlier intervention.

• #1 Uncovering the genetics of learning disabilities < Yale School of Medicine

  https://medicine.yale.edu/news/yale-medicine-magazine/article/uncovering-the-genetics-of-learning-disabilities/

  In September 2021, in collaboration with colleagues including Eugene Shapiro, MD, professor of pediatrics (general pediatrics) and of epidemiology (microbial diseases), and Clifford Bogue, MD, the Waldemar Von Zedtwitz Professor of Pediatrics and chair of the department, Gruen launched the Yale Program for Learning Disability Research. […] This multidisciplinary program spans the fields of neuropsychology, biostatistics, education, neuroimaging, and genetics. […] Most states currently offer universal evidence-based screening for dyslexia, said Gruen, though none offered genetic screening as of 2022. […] Its really important that we translate our discoveries about genetics in the lab into something thats actionable and useful for schools, said Gruen.

• #1 Epidemiology of mental health problems in adults with learning disability: an update | Advances in Psychiatric Treatment | Cambridge Core

  https://www.cambridge.org/core/journals/advances-in-psychiatric-treatment/article/epidemiology-of-mental-health-problems-in-adults-with-learning-disability-an-update/E0BC6A9A023334679F80BE9E92E977C8

  The existing information on the total prevalence of mental health problems in adults with learning disability is summarised in Box 2. […] The total prevalence of mental health problems (including problem behaviour) in adults with learning disability is higher than in the general population, with a rate that lies somewhere between 30 and 50%. […] Much of the epidemiology of mental health problems in adults with learning disability is still unknown. […] The total prevalence rate (including problem behaviour) of mental health problems in adults with learning disability is probably between 30 and 50%.

• #2 Children at Risk of Specific Learning Disorder: A Study on Prevalence and Risk Factors

  https://www.mdpi.com/2227-9067/11/7/759

  Children at Risk of Specific Learning Disorder: A Study on Prevalence and Risk Factors […] Specific learning disorder (SLD) is a neurodevelopmental condition characterised by significant academic difficulties despite normal intelligence and adequate education. […] The incidence and prevalence of SLD vary widely between studies, depending on the sample size, the method, the screening and diagnostic tools used, and the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV/DSM-5) diagnostic criteria used. […] In DSM-5, it has been reported that the prevalence of SLD in school-aged children from different languages and cultures is between 5–15%, and the rates of reading disorder and dyscalculia are 4–9% and 3–7%, respectively. […] The number of prevalence studies using diagnostic criteria or scales for SLD is small. However, it is accepted that SLD is relatively common and under-recognised.

• #2 Psychiatry.org – What Are Specific Learning Disorders?

  https://www.psychiatry.org/patients-families/specific-learning-disorder/what-is-specific-learning-disorder

  In 2013, the DSM-5 changed the diagnostic criteria for Specific Learning Disorder (SLD) to combine all three learning disorders (reading, mathematics, and written expression) into one overarching diagnosis. Specific learning disorders (often referred to as a learning disorder or learning disability, see note on terminology) are neurodevelopmental disorders that are typically diagnosed in early school-aged children, although may not be recognized until adulthood. They are characterized by a persistent impairment in at least one of three major areas: reading, written expression, and/or math. […] An estimated 5 to 15% of school-age children struggle with a learning disability. An estimated 80% of those with learning disorders have an impairment in reading in particular (commonly referred to as dyslexia). Dyslexia is common, affecting 20% of the population. Dyslexia affects males and females equally. Specific learning disorder often occurs along with other neurodevelopmental disorders (such as ADHD) and with anxiety.

• #2 Learning Disabilities (LD) – Center for Parent Information and Resources

  https://www.parentcenterhub.org/ld/

  Very common! As many as 1 out of every 5 people in the United States has a learning disability. Almost 1 million children (ages 6 through 21) have some form of a learning disability and receive special education in school. In fact, one-third of all children who receive special education have a learning disability. […] If you are concerned that your child may have a learning disability, contact his or her school and request that the school conduct an individualized evaluation under IDEA (the nation’s special education law) to see if, in fact, a learning disability is causing your child difficulties in school. […] Specific learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

• #2 COE – Students With Disabilities

  https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities

  In school year 202223, across the 50 states and the District of Columbia, the percentage of public school students served under IDEA ranged from 12 to 21 percent. […] Among students who were served under IDEA in school year 202223, the disability types with the largest reported percentages of students were specific learning disabilities (32 percent); speech or language impairments (19 percent); other health impairments (15 percent); and autism (13 percent). […] Data on type of disability by sex were available only for school-age students. Therefore, findings by sex are presented for school-age students only, rather than all students ages 321. As a percentage of K12 students enrolled in public schools in school year 202223, more male students (18 percent) than female students (10 percent) were served under IDEA. […] Educational environment data are also available for school-age students served under IDEA. Of the school-age students served under IDEA in fall 2022, 95 percent were enrolled in regular schools.

• #2

  https://www.babymhospital.org/BMH_MJ/index.php/BMHMJ/article/view/120

  Children with learning disabilities have significant impairment in reading, writing and mathematics, in spite of normal intelligence and sensory abilities. The lifetime prevalence of learning disability is about 10%. Learning disabilities are more frequently seen in boys compared to girls. There are several risk factors for learning disabilities. Low birth weight, preterm birth, neonatal complications, language delay and epilepsy are important risk factors for learning disabilities in children. […] If not remedied at the earliest, learning disabilities will lead to failure in exams and these children may develop stress related disorders. Hence all children with learning problems should be evaluated scientifically at the earliest, for identification of learning disability. By providing scientific guidance and intensive one to one remedial training, learning problems of children can be managed successfully.

• #2 Children’s health

  https://www.mayoclinic.org/healthy-lifestyle/childrens-health/in-depth/learning-disorders/art-20046105

  Things that might play roles in learning disorders include: Family history and genes. Having a blood relative, such as a parent, with a learning disorder raises the risk of a child having a disorder. […] At times, all children have trouble learning and using academic skills. But when the symptoms last for at least six months and don’t get better with help from adults, a child might have a learning disorder. […] Early treatment is key, because the problem can grow. […] If you suspect your child has trouble learning, you can ask the school to check for a learning disorder. […] These professionals work together to decide whether a child’s trouble meets the definition of a learning disorder. […] If your child has a learning disorder, your child’s provider or school might suggest: Extra help. A reading specialist, math tutor or other trained professional can teach your child ways to do schoolwork, study and get organized. […] Your child’s treatment plan will likely change over time. […] Early treatment can lessen the effects of a learning disorder.

• #2 The State of Learning Disabilities Today – Learning Disabilities Association of America

  https://ldaamerica.org/lda_today/the-state-of-learning-disabilities-today/

  These barriers to success are not only barriers in education. The NCLD report includes that only 46% of working-age adults with learning disabilities are employed compared with adults who do not have learning disabilities. Adults with learning and attention issues are twice as likely to be jobless as their peers without learning disabilities. […] LDA knows that accurate identification through a thorough evaluative process, is the first step to ensure that individuals with Learning Disabilities receive the services, supports and accommodations that are required for academic and life success. LDA advocates for early identification, which increases the possibility of successful intervention. […] We know that too many people go through life unidentified based on the NCLD research, approximately 11.75%.

• #2 Metropolitan Atlanta Developmental Disabilities Surveillance Program (MADDSP) | Autism Spectrum Disorder (ASD) | CDC

  https://www.cdc.gov/autism/addm-network/maddsp.html

  The goals of MADDSP are to provide data about how common the selected developmental disabilities are among children in metropolitan Atlanta. […] MADDSP was established in 1991 to estimate the number of children who had one or more of four developmental disabilitiesintellectual disability, cerebral palsy, hearing loss, and vision impairmentin metropolitan Atlanta. […] Prevalence estimates are made every two years. […] In 1996, ASD was added as a fifth developmental disability. […] MADDSP identifies children through a process known as active record review. […] MADDSP includes children with the following characteristics: Who have one or more of the developmental disabilities being tracked. […] Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, communication and behavioral challenges. […] Cerebral palsy (CP) is a group of disorders that affect a person’s ability to move and maintain balance and posture.

• #2

  https://transform.england.nhs.uk/covid-19-response/technology-nhs/improving-the-health-and-wellbeing-of-people-with-learning-disabilities-in-the-south-west/

  People with learning disabilities typically experience poorer health outcomes than others, and face particular difficulties managing long-term conditions such as diabetes, arthritis, heart and respiratory problems. […] Annual health checks are a key way of monitoring the health and wellbeing of people with learning disabilities and increasing their uptake is vital to ensuring patients can enjoy healthy lives. […] People with learning disabilities are twice as likely to die from an avoidable medical cause of death. (Source: Learning Disabilities Mortality Review, 2020) […] The NHS long term plan pledges to ensure at least three-quarters of all people with learning disabilities have an annual health check. […] 56% of local people with learning disabilities have had an annual health check. (Source: Bristol, North Somerset and South Gloucestershire CCG)

• #2 IJPDS International Journal of Population Data Science

  https://ijpds.org/article/view/1342

  The current findings highlight the importance of survey question specificity in the estimation of intellectual disability prevalence and provide reliable prevalence estimates of intellectual disability in Northern Ireland. The findings also demonstrate the utility of administrative data for detecting and understanding intellectual disability, and inform recommendations on how to maximise use of future intellectual disability Census data. […] According to most recent meta-analysis findings, the prevalence of intellectual disability ranges from 0.05 1.55% globally. Reviewing 20 studies (from Australia, Canada, China, Denmark, Finland, India, Norway, Taiwan & Sweden), McKenzie and colleagues showed that intellectual disability prevalence was highly variable. Estimates based on studies using child/adolescent data ranged from 0.22 % to 1.55 % while estimates based on studies using adult data ranged from 0.05 % to 0.8 %.

• #2 Epidemiology of mental health problems in adults with learning disability: an update | Advances in Psychiatric Treatment | Cambridge Core

  https://www.cambridge.org/core/journals/advances-in-psychiatric-treatment/article/epidemiology-of-mental-health-problems-in-adults-with-learning-disability-an-update/E0BC6A9A023334679F80BE9E92E977C8

  The existing information on the total prevalence of mental health problems in adults with learning disability is summarised in Box 2. […] The total prevalence of mental health problems (including problem behaviour) in adults with learning disability is higher than in the general population, with a rate that lies somewhere between 30 and 50%. […] Much of the epidemiology of mental health problems in adults with learning disability is still unknown. […] The total prevalence rate (including problem behaviour) of mental health problems in adults with learning disability is probably between 30 and 50%.

• #2 A Fair Supportive Society: Summary Report, Learning Disabilities, Social Determinants of Health, Health Equity, Poor Housing, Bullying, NHS England, Poverty, life expectancy – IHE

  https://www.instituteofhealthequity.org/resources-reports/a-fair-supportive-society-summary-report

  The IHE report A Fair, Supportive Society highlights that some of the most vulnerable people in society those with learning disabilities will die 15-20 years sooner on average than the general population thats 1,200 people every year. […] Much of the government action needed to improve life expectancy for people with learning disabilities is likely to reduce health inequalities for everyone. […] Action should focus on the social determinants of health, particularly addressing poverty, poor housing, discrimination and bullying.

• #2 Uncovering the genetics of learning disabilities < Yale School of Medicine

  https://medicine.yale.edu/news/yale-medicine-magazine/article/uncovering-the-genetics-of-learning-disabilities/

  In September 2021, in collaboration with colleagues including Eugene Shapiro, MD, professor of pediatrics (general pediatrics) and of epidemiology (microbial diseases), and Clifford Bogue, MD, the Waldemar Von Zedtwitz Professor of Pediatrics and chair of the department, Gruen launched the Yale Program for Learning Disability Research. […] This multidisciplinary program spans the fields of neuropsychology, biostatistics, education, neuroimaging, and genetics. […] Most states currently offer universal evidence-based screening for dyslexia, said Gruen, though none offered genetic screening as of 2022. […] Its really important that we translate our discoveries about genetics in the lab into something thats actionable and useful for schools, said Gruen.

• #2 Learning Disabilities & Disorders: What To Know

  https://my.clevelandclinic.org/health/diseases/4865-learning-disabilities-what-you-need-to-know

  Learning disabilities are relatively common. Researchers estimate that 10% of people in the U.S. receive an LD diagnosis at some point in their lives. About 5% of school-aged children globally have LDs. […] Dyslexia is the most common. It accounts for at least 80% of LDs. […] Researchers still have a lot to learn about learning disabilities and their causes. Currently, they think LDs result from a combination of genetic and environmental factors. […] Some studies show that LDs affect 20% to 70% of children with psychiatric conditions. […] If you think your child has a learning disorder, you should formally request testing through their school system. Schools are required to evaluate a child (age 3 to 21) if they’re suspected of having a disability that affects their learning or educational performance.

• #2 How Common Is Learning Disability In The UK? How Many People Have A Learning Disability? | Mencap

  https://www.mencap.org.uk/learning-disability-explained/research-and-statistics/how-common-learning-disability

  There are 1.5 million people with a learning disability in the UK. Approximately 2.16% of adults in the UK are believed to have a learning disability. Approximately 2.5% of children in the UK are believed to have a learning disability. There are approximately 1.2 million adults with a learning disability in the UK. There are approximately 349,000 children with a learning disability in the UK.

• #2 Adults with learning disabilities’ use of health promotion initiatives | Nursing Times

  https://www.nursingtimes.net/learning-disabilities/adults-with-learning-disabilities-use-of-health-promotion-initiatives-20-05-2024/

  Despite awareness of health promotion initiatives specific to people with LD, these programmes are currently not fully utilised. […] There is a need to explore which factors limit access to health promotion initiatives among people with LD, as well as a need for improvements in the provision of reasonable adjustments. […] Equal access to health promotion initiatives is critical to identify conditions early, improve quality of life, and reduce health inequalities among people with LD.

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