American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
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American Journal of Educational Research. 2017, 5(3), 262-266
DOI: 10.12691/education-5-3-5
Open AccessArticle

Learning Disabilities among Greek Adolescents: Differences between First and Follow-up Attendance

Lazaratou Helen1, Sakellariou Katerina1, Magklara Konstantina1, , Kalogerakis Zacharias2 and Economou Marina2

1Child and Adolescent Unit, Community Mental Health Centre Byron - Kesariani, 1st Psychiatric Department, National and Kapodistrian University of Athens

2Community Mental Health Centre Byron - Kesariani, 1st Psychiatric Department, National and Kapodistrian University of Athens

Pub. Date: March 10, 2017

Cite this paper:
Lazaratou Helen, Sakellariou Katerina, Magklara Konstantina, Kalogerakis Zacharias and Economou Marina. Learning Disabilities among Greek Adolescents: Differences between First and Follow-up Attendance. American Journal of Educational Research. 2017; 5(3):262-266. doi: 10.12691/education-5-3-5


Learning disorders start early and very often affect people throughout their lives. A number of previous studies in Greece showed that adolescents are more frequently presented with learning difficulties than younger children. At the same time, learning disorders are very often co-morbid with other mental health disorders and conditions. The aim of our study was to investigate the hypothesis that the age of referral may be indicative of the clinical significance of learning difficulties and to assess the co-morbidity of learning disorders with other mental health problems. We conducted a retrospective study of the medical records of all children and adolescents, who have been referred due to learning difficulties to an outpatient child and adolescent psychiatric service n Greece, over a period of two years. Among 390 adolescents, who have been referred to the unit, 330 adolescents (84.61%) have been referred due to learning difficulties. There were statistically significant differences between first-attenders (N1=174) and those with a history of previous attendance (N2=156). Learning disorders were very often co-morbid with a number of mental health conditions, especially with emotional and behavior disorders. In our study the age of first referral due to learning disorders appeared to be a significant factor in relation to clinical significance. The high co-morbidity of learning difficulties with other psychiatric conditions shows that therapeutic programs should also include various forms of psychotherapeutic support.

adolescence co-morbidity first attendance follow-up attendance learning disorders psychiatric disorders

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