RT Book, Section A1 Reiff, Michael I. A1 Stein, Martin T. A2 Rudolph, Colin D. A2 Rudolph, Abraham M. A2 Lister, George E. A2 First, Lewis R. A2 Gershon, Anne A. SR Print(0) ID 6738241 T1 Chapter 85. Learning Problems T2 Rudolph's Pediatrics, 22e YR 2011 FD 2011 PB The McGraw-Hill Companies PP New York, NY SN 978-0-07-149723-7 LK accesspediatrics.mhmedical.com/content.aspx?aid=6738241 RD 2024/03/29 AB Estimates of the prevalence of learning disabilities range from 4% to 20%, depending on how they are defined.1 Problems imposed by learning disabilities and different learning styles can significantly affect a child’s early sense of mastery and competence and can have lifelong implications on occupational functioning and psychological health. The Learning Disabilities Act of 1969 defined learning disabilities into federal law and mandated that the educational needs of children with these disabilities be addressed. This made interventions for learning disabilities a matter of public policy and has led to ongoing controversies in establishing functional definitions and criteria for diagnosis. Learning disabilities cannot be diagnosed at an earlier age than the skills are expected to develop, but high-risk factors can be ascertained. Learning disabilities can be identified at any time throughout the school years. They may present with difficulty in individual subjects, underachievement, behavior problems, attention problems, and, eventually, school failure. If unrecognized, a chronic lack of school success can lead to low self-esteem, behavior problems, truancy, depression, high-risk behaviors of adolescence, and school dropout.