FACTORS INFLUENCING SLD PUPILS' ACADEMIC ACHIEVEMENT
Keywords:
SLD, Academic Performance, Low self-esteem, Low intelligenceAbstract
The objective behind this study is to identify the problems faced by SLD (Specific Learning Disability) pupils, such as learning and writing disabilities, in Pakistan. In this particular study, a relationship between SLD pupils' and academic performance is explored. Through semi-structured interviews and survey studies, data for the paper has been drawn from teachers, principals, SLD pupils, and their parents through purposive techniques. It was found that teachers and parents do not have sufficient knowledge about dyslexia, which creates a lot of issues in identifying the SLD student at an earlier stage. The brain-based learning disability varies from person to person, which creates trouble remembering words and their spellings, phonological processing (difficult to understand speech and sounds), or it also includes rapid visual-verbal responding. Moreover, teachers and parents contribute negatively towards SLD pupils, which results in academic failure, a dropout rate, low intelligence, and low self-esteem. Due to SLD, pupils face various issues such as emotional neglect, loneliness, lack of attention; social maturity; hopelessness; poor self-esteem and image; and social and physical expulsion from school to universities. The study revealed that focusing on a variety of components, such as enhanced teaching approaches, early interventions, and a supportive atmosphere, did not harm their psychological and emotional well-being at the school and family levels. This not only allows for the early diagnosis of a kid with SLD, but it also allows for earlier intervention, which leads to improved academic achievement. Furthermore, parent and teacher training and awareness impact children's self-advocacy, resilience against SLD, and academic performance.
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