Incidence and Association of Body Scheme Disorders in Learning Disabled

Child's representation of his own body is an indispensable element in the formation of his personality. Children first learn their body coordinates e. g. left/right, up/ down, and that this knowledge is then applied to letter direction. In other words, the child first develops a body scheme, and then uses the body as a reference for perceiving the difference between letters. Children with learning difficulties have difficulty receiving and processing sensory and perceptual information disrupting their body scheme. This study aims to prove the presence of body scheme disorders in thirty learning disabled children as compared to thirty normal children and in the process helps to develop a standardized assessment measure specifically for learning disabled. The result of the study indicates that there was moderate association of somato-spatial (body-visualization) concepts with reading disorder children.