الفهرس 
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Abstract
A learning disability is a neurological disorder. In
simple terms, a learning disability results from a difference
in the way a person’s brain is ”wired.” Children with
learning disabilities are as smart -or smarter- than their
peers. But they may have difficulty reading, writing,
spelling, reasoning, recalling and/or organizing information
if left to figure things out by themselves or if taught in
conventional ways.
Learning disabilities are frequently associated with
psychosocial problems. Results of the population-based
surveys suggest that about 30% of children with learning
disabilities have behavioral and emotional problems. Those
children are 4 times more likely to have an emotional
disorder and 1.7 times more likely to have a depressive
disorder.
Parents, teachers, and LD nurse can help children with
learning disabilities achieve such success by encouraging
their strengths, knowing their weaknesses, understanding
the educational system, working with professionals and
learning about strategies for dealing with specific
difficulties.
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Aim of the study
This study aims to:
1- Assess psychosocial problems among school age
children with learning disabilities.
2- Assess parents’ behaviors toward their children with
learning disabilities.
Research questions:
1- What are the psychosocial problems among school
age children with learning disabilities?
2- Is there a relation between psychosocial problems of
school age children and their parents’ behaviors?
Subjects and Methods:
Research Design
A descriptive design was utilized to meet the aim of
the study.
Setting:
The study was conducted at two private learning
disabilities centers, Speak center at Zagazig city, and Al
Aml center at Menia El Kamh city.
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Subjects of the study:
A purposeful sample of 70 children at school age with
learning disabilities and their accompanied parents
regardless their age or level of education in the previous
mentioned setting, pilot study then excluded from the
sample.
Tools for data collection:
Study tool were developed by the researcher and
collected through the following tools:
Tool I: structured Questionnaire (Appendix I): it was
developed by the researcher and covers demographic data
for children and their parents.
Tool II: Standardized Egyptian scale for children’s
psychosocial problems (Appendix II):
It consists of two main parts and contains 45 items.
Part (A): concerning the psychological problems. It
consists of (1-17 questions) and encompasses
four dimensions as follow: Increased feeling
of self, symptoms of anxiety, symptoms of
depression, and symptoms of tics.
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133
Part (B): concerning the social (behavioral) problems.
It consists of (18-45 questions) and encompasses six
dimensions as follow: symptoms of hyperactivity and
impulse behavior, symptoms of aggression, symptoms of
depression, lying problems, stealing problems, and school
dropout.
Tool III: Parenting Behaviors Scale: (Appendix II):
The scale consisting of 28 items to measure
dysfunctional parenting practices. It contains three main
domains: laxness, over reactivity, verbosity, and Items not
on factor.
Tool IV: standardized Egyptian scale for children’s
attention and adaptation (Appendix IV):
It consists of two forms: school form and Home
forms.
Pilot study:
A pilot study was conducted on seven children
selected to check and ensure the clarity, applicability,
relevance and feasibility of the tools, to identify the
difficulties that may be faced during the application, and to
estimate the time needed to fill in the sheet.
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134
Field work:
Data collection of this study was carried out through
four months in the period from the beginning of September,
2016 to end of December, 2016.
The study results revealed the following:
As regard to children’s age, lower than half (47.1%)
of the studied children were at the age group of 6 to
˂ 8 years with mean 8.6±1.69. Concerning gender,
57.1% were male, first birth order accounted the
higher rating 38.6%.
Regarding residence, 52.9% were from rural areas,
and about the school, 62.1% of them receive a
governmental education.
More than half of studied sample (54.3%) had
insufficient income, and family number -more than
4- represented by 58.6%.
Lower than two thirds of fathers and mothers were
married (64.3%) and more than two thirds (67.1%)
had usual child parent relationship; while, 54.3% of
caregivers were mothers, and 65.7% experienced
normal inter parental relationship.
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135
As for the age of fathers and mothers, the higher rate
was for from 31to ˂ 40 represented by 31.4% and
57.1% respectively.51.4% of fathers had a university
level of education and 47.1% of mothers had a
diploma level.
Concerning to occupation, all of fathers (100%) were
working and more than half of mothers (52.9%) were
housewives.
Psychological problems included depression
symptoms (71.4%), increased feeling of self (54.3%),
anxiety symptoms (50%), symptoms of tics (37.1%).
Regarding to behavioral problems, hyperactivity
(90.0%), stealing (70.0%), lying (35.7%), aggression
(32.9%), destruction (31.4%) and (27.1%) regarding
school dropout.
As regard to parenting dysfunction, 35.7% of parents
always raised their voice or yelled when their child
misbehaved, and 40% of them always said a lot when
they told their children not to do something.
There was statistically significant positive correlation
between psychological problems and behavioral
problems, parenting dysfunction, Children’s attention
and adaptation home and school image scales.
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There was statistically significant positive correlation
between behavioral problems scale and parenting
dysfunction, Children’s attention and adaptation
home and school image scales.
There was statistically significant positive correlation
between parenting dysfunction and Children’s
attention and adaptation home and school image
scales.
Finally, it was found that there was a statistically
significant positive correlation between children’s
attention and adaptation home image scale and
Children’s attention and adaptation school image
scale
The result of the present study concluded that
lower than half of children with learning disabilities
suffered from psychosocial problems. The present study
indicated that lower than half of parents of studied children
had a dysfunction in the behaviors towards their children.
The study concluded that more than half of children
experienced inattention at home and school. There were
statistically positive correlations between all variables,
(Psychological problems, behavioral problems, parenting
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137
dysfunction, and children‘s attention and adaptation home
and school images).
Based upon the findings of the present study, the
following recommendations can be deduced:
Specialized supporting groups for both parents and
learning disabled children, for rehabilitation and
counseling.
Implementing psychosocial interventions for children
with learning disabilities which lead to reduce
parental suffering, and improve quality of children‘s
life.
Suggestions for further studies:
Further studies are necessary in the field for specific
learning disabilities and its subtypes and accurate
percentage of the affected children