THE ROLE OF REATTACH THERAPY IN THE TREATMENT OF LEARNING DISABILITIES

Abstract

Abstract

Background: As the brain processes knowledge in an unusual way, this is referred to as a disorder of learning. It hinders somebody from receiving enough instruction for mastering a skill. In the majority of instances, those who have learning challenges are of typical or higher intelligence. Therefore, there is a disparity between their real abilities and those anticipated by others based on their age and IQ.

Method: Positivism research philosophy is appropriate for the study as the features of it are related to the present study. In addition, an inductive research approach and descriptive research design is the selected method. Secondary data collection along with content analysis is the procedure of data collection and data analysis respectively. Therefore, the secondary qualitative method is the chosen entire method for the study. 

Result: Result shows that the reliability of using IQ-achievement differences and reaction to strategies for intervention for reliable detection of learning problems is called into doubt throughout the identification stage of Dyslexia along with other SLDs. The significance for acquiring how to construct elements of speech is highlighted in the Orton-Gillingham approach to addressing dyslexia. Additionally, the importance of phonological loops and practical linguistics in language retention is emphasised as an essential part of speech and language therapy for individuals with dyslexia who suffer with recall and word retrieving.

Conclusion: People of any generation, mostly children, struggle intellectually to have special methods of experiencing the world. This might make it tough to gather efficiently and effectively implement new skills and knowledge.

Abbreviations: “Individuals with Disabilities Education Act” (IDEA), “Nonverbal Learning Disorder” (NVLD), “Specific Learning Disability” (SLD)