Meet the editor

Dr. Sandro Misciagna received degrees in Medicine and Neurology from Catholic University, Rome, in 1995 and 1999, respectively. From 1993 to 1995, he was involved in researching cerebellar functions. From 1994 to 2003, he worked in the Neuropsychological Department, researching cognitive and behavioural disorders of the same university. From 2001 to 2003, he taught neuropsychology, neurology, and cognitive

rehabilitation. In 2003, he obtained a Ph.D. in Neuroscience with a thesis about the behavioural and cognitive profile of frontotemporal dementia. Dr. Misciagna has worked in various neurology departments, Alzheimer's clinics, neuropsychiatric clinics, and neuro-rehabilitative departments. Since 2016, he has worked at the Neuroscience Department of Belcolle Hospital, Viterbo, dealing with the diagnosis and treatment of epilepsy.

Contents

**Section 1**

*by Takeo Kubota*

**Section 2**

*by Sandro Misciagna*

and Equitable Lens *by Enoch Leung*

*by Radhika Mohan*

Patients with Learning Disabilities

Types of Specific Learning Disability

*by Vinutha U. Muktamath, Priya R. Hegde and Samreen Chand*

on Epigenetics, a New Genetic Concept in Education

Self-Regulation, Self-Efficacy, and Learning Disabilities

*by Dale H. Schunk and Maria K. DiBenedetto*

Biological Understanding of Neurodevelopmental Disorders Based

**Preface V**

Definition, Classification and Etiological Hypothesis **1**

**Chapter 1 3**

**Chapter 2 23**

**Chapter 3 37**

Assessment of Learning and Behavioral Disorders **51**

**Chapter 4 53**

**Chapter 5 73**

**Chapter 6 89**

**Chapter 7 101**

Neuropsychological Assessment of Children with Learning Disabilities

Examining Learning Disabilities in Schools through an Intersectional

Depression, Suicidal Tendencies, Hopelessness, and Stress among

Counseling Parents of Special Children: Insight from Resilient Parents

*by Fahad Hassan Shah, Song Ja Kim, Laiba Zakir, Aqsa Ehsan,* 

*Sohail Riaz, Muhammad Sulaiman and Saad Salman*

## Contents



**III**

**Chapter 18 313**

**Chapter 19 329**

**Chapter 20 335**

**Chapter 21 351**

Lecturers Awareness, Inclusion and Implementation of Wearable Device as a Means of Enhancing Educational Development in Nigerian Universities

Functional Model for Emotional Information Processing: A Validated

Educational Intervention in Social-Emotional Competence in Students

*by Alok Sharma, Nandini Gokulchandran, Hemangi Sane, Sakshi Desai,* 

Model to Support Social Competence of Students with ADHD

*by Ayodeji Olayemi Obafemi*

*by Mourad Ali Eissa Saad*

*by Marina Jodra*

with Autism Spectrum Disorders (ASD)

Stem Cell Therapy for Learning Disability

*Pooja Kulkarni and Prerna Badhe*


Preface

Learning disabilities are heterogeneous conditions characterized by failure to acquire, retrieve, and use information competently. Definitions and classifications of learning disabilities remain in a state of evolution. The most common forms of learning disorders involve verbal functions such as difficulties in listening, speaking, reading comprehension, and written expression (dyslexia and dysgraphia). More uncommon are nonverbal learning disabilities such as disabilities in arithmetic calculation or mathematics reasoning (dyscalculia). This book is organized into four sections that discuss neurobiology, assessment, clinical features, and treatment of

The first section of the book consists of three chapters covering the definition,

a general category composed of disabilities in different cognitive domains.

Chapter 3 by Schunk regards the roles of self-regulation and self-efficacy in learning disabilities. Self-regulation consists of self-generated cognitions, while self-efficacy refers to capabilities to learn and perform actions. The author exposes social cognitive theories according to which individual function is based on reciprocal interactions between personal, behavioural, and environmental factors that are

The second section of the book consists of four chapters about the assessment of

Chapter 4 by Misciagna is about neuropsychological assessment. The author explains how understanding of cognitive and mental problems of children with learning disorders is an interesting challenge and discusses the various approaches that have been applied for their study, including medical, genetic, educational, epidemiologic, and experimental psychology methods. The chapter provides a descriptive review of a specialized neuropsychological approach for the assessment

Chapter 2 by Kubota presents a biological hypothesis about neurodevelopmental disorders such as autism, ADHD, and learning disabilities. The author suggests that these disorders could be explained by social and biological factors. Mutations in genes encoding molecules that facilitate communications between neuronal cells play a crucial role. In addition to intrinsic epigenetic deficits, the author examines extrinsic environmental factors such as malnutrition, drug use, and mental stress

Chapter 1 by Mutktamath et al. describes historical research about learning disabilities, beginning with studies on brain-injured children conducted in Germany. The authors explain the concept of learning disorder as a neurodevelopmental disorder whose origin includes the interaction of genetic, epigenetic, and environmental factors. They debate diagnostic criteria and classification of specific learning disabilities, suggesting that they represent not a single category of disability but rather

classification, and etiological hypothesis of learning disabilities.

learning disabilities.

during the neonatal period.

reciprocally influenced.

of learning disabilities.

children with learning and behavioural disorders.
