Social Barriers of Pupils and Students with Specific Learning Disabilities

Keywords: literature review, social barriers, specific learning disabilities, pupils, teachers, family


This literature review analyzes nine specialized papers which focus on issues of the social barriers of pupils and students with specific learning disabilities. In identifying the most important features and characteristics of pupils and students with specific learning disabilities, we need to recognize which areas have a significant impact on the learning process. At the forefront come the level of motor skills, the level of memory and intellectual abilities, laterality, perception, spatial orientation, learning strategies showing the competence of self-learning, communication, and social relations. The aim of the literature review was to analyze the research of foreign authors who primarily dealt with the issue of social relations and the abilities of pupils and students with specific learning disabilities. Based on the review, it was determined that the social barriers of pupils and students with specific learning disabilities extend throughout their entire education, from the beginning until the transition to higher education. Pupils and students with specific learning disabilities are most influenced by  relationships to their immediate surroundings and to themselves.


Agrawal, J., Barrio, B. L., Kressler, B., Hsiao, Y. J., & Shankland, R. K. (2019). International policies, identification, and services for students with learning disabilities: An exploration across 10 countries. Learning Disabilities: A Contemporary Journal, 17(1), 95–114.

Aro, T., Eklund, K., Eloranta, A.-K., Närhi, V., Korhonen, E., & Ahonen, T. (2019). Associations between childhood learning disabilities and adult-age mental health problems, lack of education, and unemployment. Journal of Learning Disabilities, 52(1), 71–83.

Bakker, J. T. A., Denessen, E., Bosman, A. M. T., Krijger, E., & Bouts, L. (2007). Sociometric status and self-image of children with specific and general learning disabilities in Dutch general and special education classes. Learning Disability Quarterly, 30(1), 47–62.

Bearman, M. L., Smith, C., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M. T. E., & Neumann, D. L. (2012). Systematic review methodology in higher education. Higher Education Research and Development, 31(5), 625–640.

Brooks, B. A., Floyd, F., Robins, D. L., & Chan, W. Y. (2015). Extracurricular activities and the development of social skills in children with intellectual and specific learning disabilities. Journal of Intellectual Disability Research, 59(7), 678–687.

Fagerlund, Å., Autti-Rämö, I., Kalland, M., Santtila, P., Hoyme, H., Mattson, S. N., & Korkman, M. (2012). Adaptive behaviour in children and adolescents with foetal alcohol spectrum disorders: A comparison with specific learning disability and typical development. European Child & Adolescent Psychiatry, 21(4), 221–231.

Fletcher, J. M., Reid Lyon, G., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From identification to intervention. New York: Guilford Press.

Floyd, F. J., & Olsen, D. L. (2017). Family-peer linkages for children with intellectual disability and children with learning disabilities. Journal of Applied Developmental Psychology, 52(1), 203–211.

Gadeyne, E., Ghesquière, P., & Onghena, P. (2004). Psychosocial functioning of young children with learning problems. Journal of Child Psychology and Psychiatry, 45(3), 510–521.

Ginieri-Coccossis, M., Rotsika, V., Skevington, S., Papaevangelou, S., Malliori, M., Tomaras, V., & Kokkevi, A. (2013). Quality of life in newly diagnosed children with specific learning disabilities (SpLD) and differences from typically developing children: A study of child and parent reports. Child: Care, Health and Development, 39(4), 581–591.

Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37–51.

Hardman, M. L., Egan, M. W., & Drew, C. J. (2016). Human exceptionality: School, community, and family. Cengage Learning.

Henley, M., Ramsey, R. S., & Algozzine, R. F. (2008). Characteristics of and strategies for teaching students with mild disabilities. Pearson.

Hollar, D. (2012). Handbook of children with special health care needs. Springer.

Karande, S., & Venkataraman, R. (2012). Self-perceived health-related quality of life of Indian children with specific learning disability. Journal of Postgraduate Medicine, 58(4), 246–254.

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Kormos, J., & Smith, A. M. (2012). Teaching languages to students with specific learning differences. Multilingual Matters.

Lee, I. H., Rojewski, J. W., Gregg, N., & Jeong, S.-O. (2015). Postsecondary education persistence of adolescents with specific learning disabilities or emotional/behavioral disorders. The Journal of Special Education, 49(2), 77–88.

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Rose, C. A., Espelage, D. L., Monda-Amaya, L. E., Shogren, K. A., & Aragon, S. R. (2013). Bullying and middle school students with and without specific learning disabilities: An examination of social-ecological predictors. Journal of Learning Disabilities, 48(3), 239–254.

Sainio, P. J., Eklund, K. M., Ahonen, T. P., & Kiuru, N. H. (2019). The role of learning difficulties in adolescents’ academic emotions and academic achievement. Journal of Learning Disabilities, 52(4), 287–298.

Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: Past, present and future. Oxford Review of Education, 46(4), 501–513.

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How to Cite
Viktorin, J. (2022). Social Barriers of Pupils and Students with Specific Learning Disabilities. Multidisciplinary Journal of School Education, 11(1 (21), 171-188.