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Children with mathematics learning disabilities in Belgium
Annemie Desoete1, Herbert Roeyers, Armand De Clercq
1Department of Clinical Psychology, Ghent University, Belgium. Anne.Desoete@UGent.be
Journal of Learning Disabilities
|October 21, 2004
Summary
Mathematics learning disabilities (MLD) affect 3-8% of Belgian elementary students, often linked to underdeveloped skills. Despite interventions, many MLD challenges persist into adulthood, highlighting a need for improved support.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Neuroscience
Background:
- Mathematics learning disabilities (MLD) affect 3-8% of Belgian elementary school children.
- MLD is associated with deficits in linguistic, procedural, and mental representation skills.
- Many children with MLD exhibit poor prediction and evaluation skills by Grade 3.
Purpose of the Study:
- To investigate the prevalence and characteristics of mathematics learning disabilities in Belgian elementary schools.
- To understand the long-term impact of MLD and current intervention effectiveness.
Main Methods:
- The abstract does not specify the methods used.
- Data on prevalence, associated skills, and educational pathways were analyzed.
Main Results:
- MLD symptoms become apparent in elementary school, leading to retention or special education referrals.
- There has been a rise in special education and inclusive education programs for children with learning disabilities over the past decade.
- Standard therapy for MLD in Belgium lasts approximately 2 years.
Conclusions:
- MLD presents significant challenges for children, impacting their academic trajectory.
- Current interventions, while utilized, do not fully resolve MLD-related issues, with problems persisting into higher education and adulthood.
- There is an ongoing need for more effective and sustained support systems for individuals with MLD.