Volume 31, Issue 8 (November 2020)                   Studies in Medical Sciences 2020, 31(8): 622-634 | Back to browse issues page

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Associate Professor, Department of Educational Sciences, Marand Branch, Islamic Azad University, Marand, Iran (Corresponding Author) , m.sheikhzadehir@gmail.com
Abstract:   (2796 Views)
Background & Aims: Behavioral factors and educational components affecting memory function in improving the performance of students with learning disabilities have not yet been clearly identified and research is ongoing. The basis of this type of disorder is neurological. Identifying the type of learning disability and finding its roots, especially in students, can be effective in eliminating and preventing this disability. The aim of this study was to evaluate the epidemiological evaluation of clinical, behavioral causes and factors affecting memory function in improving the performance of students with learning disabilities.
Materials & Methods: In the present review study, first articles related to previous research on the position under study were extracted from six national and international databases including: Google Scholar, SID, Magiran, Pubmed, ISI, Scopus from the beginning of 2010 to the second half of 2020. The collected materials were then summarized and discussed focusing on the epidemiological evaluation of this type of disorder and providing a preventive solution.
Results: The results of reviewing articles related to the subject under study show that epidemiological factors and components that could potentially be involved in students' learning disabilities; It can be summarized as follows: 1- Biochemical problems; 2- Inheritance and genetic issues; 3- Excessive activity (hyperactivity); 4- Lack of sufficient motivation; 5- Lack of necessary coordination in movements; 6- Excessive accuracy to a part of the whole and 7- Hormonal imbalance; 8- Memory disorders and attention disorders. In this regard, increasing the quality of life and improving standards, equipping and efficiency of learning disabilities centers in improving the symptoms of students with learning disabilities is effective and useful.
Conclusion: The findings of the present study comprehensively highlights the behavioral factors and educational components affecting memory function in improving the performance of students with learning disabilities. It is hoped that policy makers in medicine, health and education can consider appropriate strategies to implement them. Implement and implement optimal policies in the prevention, rehabilitation and treatment of students with learning disabilities.
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Type of Study: Review article | Subject: Epidemiology

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