Polyp In Roof Of Mouth

It was found in recent years, an increased incidence of learning disabilities, even to my attention is more and more patients with this diagnosis.
What is this?
disorders cover a group of specific learning disabilities in children, where there are significant difficulties in acquiring and use of reading (dyslexia), writing (dysgraphia) and calculation (dyscalculia). The diagnosis of dyslexia, dysgraphia and dysorthography of dyscalculia, is made following the results of specific tests on reading, writing and mathematics, and sometimes there may be an association between deficits (disorders of reading and calculation). Very often such disturbances are associated with attention deficit and hyperactivity, or conduct disorder, oppositional-defiant disorder to, those with depression or anxiety.

The prevalence of such disorders in school-age population, according to most studies, is between 2-5%. Among the cases were investigated primarily genetic factors and those acquired (brain suffering early injuries of various kinds, delayed maturation, etc.)..

DIFFERENTIAL DIAGNOSIS:
E 'clinically important to discriminate between specific developmental disorders of scholastic skills that arise in the absence of clinically diagnosable neurological conditions and those that are secondary to some neurological condition such as cerebral palsy. The specific disorders of scholastic skills are included within those affected by psychological development (eg the specific disorders of language, motor function). The differential diagnosis includes:

- Changes in school performance within the limits (low)
the standard - academic difficulties due to lack of opportunities, lack of education, cultural factors (IPOSTIMOLAZIONE ENVIRONMENTAL)
- learning difficulties arising from poor eyesight or hearing, unless the learning difficulties are in excess of what is usually associated with these deficits
- mental retardation, except those cases with level of learning (reading, writing, or calculation) significantly below the level expected on the basis of education and degree of mental retardation
-Pervasive Developmental Disorders, unless the level school is significantly lower than expected on the basis of education and intellectual functioning.
ERRORS MORE 'FREQUENTLY:
in reading are:
- omissions, substitutions, additions of words
- slow reading
- false starts, hesitation, loss of staff
- inability to remember and understand the text read
in writing are:
- inability to distinguish letters very similar to the form ('m' and 'n', 'b' and 'd', 'p' and 'q') or sound ('d' and 't', 'b' and 'p');
- reversal of letters ('id' to 'of', 'lad' for 'from');
- omission of letters or syllables in of a word ('gifts' for 'tomorrow');
- replacing whole words in a trial ('auto' instead of 'air');
- no double;
- the text is in the free composition short, poor vocabulary, the composition of words into sentences and poor punctuation lacking.
in arithmetic you experience such difficulty
- difficulties in the sphere of logic (concept of quantity, size, spatial organization)
- difficulty in simple calculation

These children may appear lazy, distracted, lazy, but actually display a great emotional distress and social development. It 's very important to the diagnosis and early treatment to prevent graft in these children a sense of inadequacy and frustration, which can then determine anger, low self-esteem and loss of interest in school.
The diagnosis is made through consultation with a specialist (pediatric neurologist or speech therapist) and the treatment varies depending on the case, may provide the only speech therapy or it may be associated with psychomotor or psychotherapy (for age).