We can approach disorders and disabilities with a new viewpoint if we have the realization of the way the brain influences these students’ abilities. Recent studies have examined the theories behind math, reading, and comorbid disabilities in a bid to find out which cognitive processes are involved. The neurological factors that affect these students’ learning abilities also impact their lives’ other aspects. Researchers are identifying that one disability might have a close connection with another learning disability.

Objectives of the Research

The overall objective of the latest research was to discover findings that clarified the neural foundation of math, writing, and reading disorders. Then to study those findings and decide on the developmental disorders that have things in common. Ultimately, researchers aspired to give a functional approach for evaluating and diagnosing these conditions.

In the research, fMRI was used by the team while participants read, wrote, or performed math problems. This specific spell of research wanted to tackle the overall issue of the substantial gap between adults and children with learning disabilities relative to common learning disorders’ models. The numbers don’t correspond to each other, as apparently separate disabilities can also appear with learning disorders.

Existence of Comorbidity

As mentioned in the last block, the more important issue was that a kid would be diagnosed with a disability that wouldn’t otherwise weaken their learning abilities so acutely. However, that kid would have significant suffering in school. Comorbidity may house most underlying neurological aspects of learning disorders and disabilities.

Comorbidity refers to the existence of two diseases or conditions in a single patient. Many times, comorbidity isn’t a term doctors apply to a diverse range of patients or the basis for thorough research.

In this research, which particularly looked at the neurological foundations of different disabilities and disorders, the model recommended that multiple disorders might be the reason behind brain deficit. Then the brain system can change in its unique abilities on that basis of combined conditions while still fulfilling a more precise learning disorder diagnosis.

Essentially, a doctor wouldn’t just say that the kid is experiencing a learning disorder. Rather, the team aspires to evaluate the domain pathways that have developed or started a condition for the learning disorder. The prefrontal cortex is an example of this connection. The prefrontal cortex creates a scope for reading and math disorders when it fails to function well.

Here, another hypothesis states that the neurological impairment that affects only number processing might also slow down nonmathematical processes. This happens because of the attempts of the brain’s deficits to compensate.

Closest Ever

The aspiration of correctly evaluating brain deficits and the way they affect learning disabilities is beginning to be a very close reality. With the help of neurological studies and research, the medical and science communities will hopefully provide us with a fresh approach to diagnosing learning disabilities. The objective is to give clarifications for the perceptual, response, and cognitive factors that may affect the patient.

Through appropriate analysis and diagnosis, everybody can directly confront a learning disability with an improved comprehension of their requirements. Moreover, the comprehension of the way learning disorders impact the brain and how it tries to function anyway will significantly help us make progress.