This literature review examines the question of whether children whose parents have specific learning difficulties should be tested regardless of their own personal symptoms. There is significant evidence that specific learning difficulties have a genetic component and that targeted intervention improves the learner’s academic results in the short to medium term. It is recommended that a longitudinal study into the genetic causes, and therefore the prevalence of specific learning difficulties be established. The review also recommends a longitudinal study of the efficacy of support mechanisms for specific learning difficulties to establish if they support a learner beyond the academic environment.
Phillips, R. (2019) A literature review examining the impact of genetics on Additional Learning Needs, and implications for learners’ academic success. Transformations, [online] Vol. 3(1). Available at: https://educationstudies.org.uk/?p=8473 [Accessed 01 Mar, 2024].