Sensory-based motor processing in children with specific learning disabilities

Abstract

Introduction. Children with learning disabilities not only experience difficulties in academic performance but have neurological risks of motor and sensory processing. Evaluation of such a group might help in early identification of their deficits even before early adolescence. To evaluate sensory and motor problems in children with different types of specific learning disabilities. Methods. A cross-sectional study was performed on students of 4th, 5th, and 6th grades in governmental schools, Cairo, Egypt. 200 children with poor scholastic achievement were screened by intelligent quotient test (The Raven’s Progressive Matrices). The learning disabilities were evaluated by Fathi al-Zayyat battery. Then Quick neurological screening test was used to evaluate motor and sensory problems. Results. Fifty children out of 772 screened children were confirmed to have learning disabilities (29 dyscalculia, 11dyslexia, and 10 mixed), which represented 6.47% of the sample. Also neurological signs were positive in all children with specific learning disabilities while 82% of them were below average. Conclusions. The study proposed that 82% of children with specific learning disabilities at 4th, 5th and 6th grades were below age with a moderate discrepancy in the development of sensory and motor process. Finger to nose test, double simultaneous stimulation of hand and cheek test, stand on leg test, and tandem walk test are associated tests with the type of SLD either dyscalculia, dyslexia or mixed were: