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Background <p>Specific learning disabilities (SLD) are neurodevelopmental disorders that affect academic skills such as reading, writing, and mathematics. Although widely studied globally, SLDs remain under-recognized and underdiagnosed in Africa.</p> Objectives <p>This narrative review aims to synthesize evidence on the burden, diagnosis, management, and implementation challenges of SLD in the African context.</p> Methodology <p>A detailed literature search was conducted across PubMed, Scopus, Web of Science, African Journals Online (AJOL), and supplementary sources identified through Google Scholar for English-language literature published between January 2006 and March 2026. Eligible sources addressed the epidemiology, diagnosis, awareness, management, or support of SLDs in African populations. Evidence was screened for relevance, synthesized thematically, and presented narratively.</p> Results <p>Findings from this review suggest that SLD may be significantly underdiagnosed across many African settings. Reported barriers to recognition and diagnosis included low awareness among teachers and caregivers, cultural beliefs and stigma, shortages of trained specialists, and limited availability of standardized assessment tools. Reported management approaches included structured literacy interventions, individualized education plans, remedial education, and assistive technologies; however, access to and implementation of these interventions were often constrained by resource and infrastructure limitations. Evidence for emerging approaches, such as artificial intelligence-based learning tools, virtual reality, neurofeedback, and telerehabilitation, was derived primarily from studies conducted outside Africa, with limited implementation reported in Africa.</p> Conclusion <p>SLD in Africa remains underrecognized and underserved. Strengthening early identification systems, workforce capacity, and access to context-appropriate interventions may help reduce diagnostic and treatment gaps and improve outcomes for affected children. .</p>

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Specific Learning Disabilities in Africa: A Narrative Review of Underdiagnosis, Diagnostic Barriers, and Gaps in Care

  • 期刊论文

  • 发表日期：

    2026年7月3日

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  • Emmanuel Oyedeji Oyetola,
  • Habiblah Ayomide Jagunmolu,
  • Bright Mojolaoluwa Oguntola,
  • Salahudeen Kolawole Ogundipe,
  • Nwamaka Chidera Bob-Ume,
  • Thomas Oyediran,
  • Olabode Olawale Oladejo,
  • Adesina Sulaiman,
  • Toheeb Ayodeji Sodiq,
  • Janet Ifeoluwa Adeusi,
  • Wisdom Hikmat Adeoye

摘要

Background

Specific learning disabilities (SLD) are neurodevelopmental disorders that affect academic skills such as reading, writing, and mathematics. Although widely studied globally, SLDs remain under-recognized and underdiagnosed in Africa.

Objectives

This narrative review aims to synthesize evidence on the burden, diagnosis, management, and implementation challenges of SLD in the African context.

Methodology

A detailed literature search was conducted across PubMed, Scopus, Web of Science, African Journals Online (AJOL), and supplementary sources identified through Google Scholar for English-language literature published between January 2006 and March 2026. Eligible sources addressed the epidemiology, diagnosis, awareness, management, or support of SLDs in African populations. Evidence was screened for relevance, synthesized thematically, and presented narratively.

Results

Findings from this review suggest that SLD may be significantly underdiagnosed across many African settings. Reported barriers to recognition and diagnosis included low awareness among teachers and caregivers, cultural beliefs and stigma, shortages of trained specialists, and limited availability of standardized assessment tools. Reported management approaches included structured literacy interventions, individualized education plans, remedial education, and assistive technologies; however, access to and implementation of these interventions were often constrained by resource and infrastructure limitations. Evidence for emerging approaches, such as artificial intelligence-based learning tools, virtual reality, neurofeedback, and telerehabilitation, was derived primarily from studies conducted outside Africa, with limited implementation reported in Africa.

Conclusion

SLD in Africa remains underrecognized and underserved. Strengthening early identification systems, workforce capacity, and access to context-appropriate interventions may help reduce diagnostic and treatment gaps and improve outcomes for affected children. .