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Learning disabilities among Nairobi school children.

M Dhadphale, B Ibrahim

    Acta Psychiatrica Scandinavica
    |February 1, 1984
    PubMed
    Summary

    Mental retardation and emotional disorders were the primary causes of poor academic performance in Nairobi primary students. Many children with learning difficulties struggle within the current educational system.

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    Area of Science:

    • Child Psychology
    • Educational Psychology
    • Developmental Disabilities

    Background:

    • Poor academic performance is a significant concern in primary education.
    • Understanding the underlying causes of learning difficulties is crucial for effective intervention.
    • Previous studies highlight the impact of cognitive and emotional factors on scholastic achievement.

    Purpose of the Study:

    • To identify the primary causes of poor academic performance among referred primary school children in Nairobi.
    • To assess the prevalence of mental retardation and emotional disorders as etiological factors.
    • To inform recommendations for educational and psychological support services.

    Main Methods:

    • A retrospective review of case files from the Psychological Assessment Clinic in Nairobi.
    • Analysis of referrals for poor academic performance over a two-year period (1980-1981).
    • Categorization of identified causes including mental retardation and emotional disorders.

    Main Results:

    • Mental retardation was the most frequent cause of learning difficulties in 441 referred children.
    • Emotional disorders accounted for the learning difficulties in approximately one-third of the cases.
    • Children with mental retardation currently admitted to the educational system face significant challenges.

    Conclusions:

    • Mental retardation and emotional disorders are significant contributors to learning difficulties in Kenyan primary school children.
    • The current educational system may not adequately support children with mental retardation, necessitating specialized interventions.
    • Future strategies should focus on early identification, tailored educational programs, and integrated psychological support.

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