Effectiveness of Balance Enhancement Exercises in Improving Dyscalculia and Dysgraphia among Students with Specific Learning Disorder

Dyscalculia and dysgraphia are among the prevalent problems faced by students with specific learning disorders (SLD). The present study aimed to investigate the role of balance enhancement exercises in improving dyscalculia and dysgraphia among students with SLD.

This was a quasi-experimental study with a pretest-posttest design and a control group. The statistical population of this study included all boy and girl second-graders and third-graders with SLD who received education and rehabilitation services from public and private centers for learning disabilities in Ahvaz, Iran in 2022. The convenience sampling method was employed to select 30 participants who were equally assigned to experimental and control groups (i.e., 15 per group). The experimental group received balance enhancement exercises (for twelve 45-minute sessions), whereas the control group received no interventions. To collect information, the Dyscalculia Test and Dysgraphia Test were used. The ANCOVA was then used for data analysis.

The mean±standard deviation (SD) of the post-test scores of dyscalculia and dysgraphia in the experimental group was 106.93±14.99 and 75.60±15.10 which was significantly different from the control groups (91.33±14.45 and 60.93±19.36). The results indicated that balance enhancement exercises improved dyscalculia and dysgraphia in students with SLD (P<0.001).

According to the results, balance enhancement exercises can be employed to boost academic achievement by improving dyscalculia and dysgraphia in students with SLD.