Missaoui Sonia, Gaddour Naoufel, Gaha Lotfi
Tunis Med. 2014 Aug-Sep;92(8-9):570-3.
Specific learning disorders (SLD) are poorly known and studied in Tunisia. A National research project on their prevalence was launched recently. Aim of this study was to estimate prevalence of SLD in a cohort of children with school failure.
Cross-sectional descriptive study with a population of 287 First and Third grade Primary School students, screened by their teachers as facing learning problems through a systematic screening process based on achievement and behavior. Multidisciplinary assessment consisted in general medical examination, child psychiatry, child neurology, speech therapy and psychology (cognitive). 180 students have been assessed.
Prevalence of SLD over study population was 32%, which gives a general population prevalence 6.4%. Most common SLDs were dyslexia and dyscalculia. Most of children with SLD came from disadvantaged social groups.
Despite methodological limitations, this first study on SLD sheds some light on their prevalence in Tunisian students, and opens perspectives for future more focused studies and interventions for their management in Tunisia.
在突尼斯，特定学习障碍（SLD）鲜为人知且研究较少。最近启动了一项关于其患病率的全国性研究项目。本研究的目的是估计一组学业失败儿童中特定学习障碍的患病率。
采用横断面描述性研究，对287名一、三年级小学生进行研究，这些学生经教师筛查，通过基于成绩和行为的系统筛查过程被认定面临学习问题。多学科评估包括一般医学检查、儿童精神病学、儿童神经病学、言语治疗和心理学（认知）。共评估了180名学生。
研究人群中特定学习障碍的患病率为32%，这意味着总体人群患病率为6.4%。最常见的特定学习障碍是诵读困难和计算障碍。大多数患有特定学习障碍的儿童来自弱势社会群体。
尽管存在方法学上的局限性，但这项关于特定学习障碍的首次研究揭示了其在突尼斯学生中的患病率，并为未来在突尼斯开展更有针对性的研究以及对其进行管理的干预措施开辟了前景。
