Abstract:
Specific Learning Disorder (SLD) is a neurodevelopmental challenge characterized by academic skill difficulties, despite normal intelligence and adequate learning opportunities. Addressing SLD in adolescents is crucial as it impacts academic performance, emotional, and social development, potentially influencing long-term personal and professional lives. This study focuses on enhancing interventions for adolescents with SLD using a mixed-method approach and a randomized controlled trial experimental design. Adolescents aged 11 to 16 years, enrolled in grades 4 to 8 in mainstream schools in Islamabad, were included. The research involved need analysis, adapting the Eidetic Model of Growth (EMG), and developing the Eidetic Model of Inclusive Learning (EMIL) to suit individual learning profiles. Data sources included clinical interviews, standardized measures (Learning Disability Evaluation Scale, Strength & Difficulties Scale), and feedback from parents and teachers. The EMIL intervention aimed to improve reading, writing, and mathematics skills while addressing emotional and social factors affecting learning. The study compared an experimental group receiving the EMIL intervention to a control group receiving standard support. Pre- and post-intervention assessments measured improvements in academic performance, emotional well-being, and overall learning outcomes. Preliminary findings, analyzed using a two-way mixed Univariate ANOVA, revealed significant main effects for the experimental group in addressing Dyslexia, Dysgraphia, and Dyscalculia. The EMIL intervention showed substantial improvements, with F-statistics of F (1, 48) = 67.75, 173.32, and 104.61, and p-values less than .001. Significant pre- to postassessment improvements further highlight the effectiveness of tailored interventions in enhancing academic performance and psychosocial well-being. This research underscores the importance of individualized interventions in maximizing development for adolescents with SLD.
