The effects of having a<unk>  or<unk>  difference are not limited to educational outcomes: individuals with<unk> es may experience social problems as well. Neuropsychological differences can affect the accurate perception of social cues with peers. Researchers argue persons with<unk> es not only experience negative effects as a result of their<unk>  distinctions, but also as a result of carrying a stigmatizing label. It has generally been difficult to determine the efficacy of special education services because of data and methodological limitations. Emerging research suggests adolescents with<unk> es experience poorer academic outcomes even compared to peers who began high school with similar levels of achievement and comparable behaviors. It seems their poorer outcomes may be at least partially due to the lower expectations of their teachers; national data show teachers hold expectations for students labeled with<unk> es that are inconsistent with their academic potential (as evidenced by test scores and<unk>  behaviors). It has been said that there is a strong connection between children with a<unk>  and their educational performance. Many studies have been done to assess the correlation between<unk>  and self-esteem. These studies have shown that an individual's self-esteem is indeed affected by their own awareness of their<unk> . Students with a positive perception of their academic abilities generally tend to have higher self-esteem than those who do not, regardless of their actual academic achievement. However, studies have also shown that several other factors can influence self-esteem. Skills in non-academic areas, such as athletics and arts, improve self-esteem. Also, a positive perception of one's physical appearance has also been shown to have positive effects of self-esteem. Another important finding is that students with<unk> es are able to distinguish between academic skill and intellectual capacity. This demonstrates that students who acknowledge their academic limitations but are also aware of their potential to succeed in other intellectual tasks see themselves as intellectually competent individuals, which increases their self-esteem. Research involving individuals with<unk> es who exhibit challenging behaviors who are subsequently treated with antipsychotic medications provides little evidence that any benefits outweigh the risk.
Learning disability
Attention deficit hyperactivity disorder
Developmental disability
Intellectual disability
Communication disorder
Specific developmental disorder
Neurodevelopmental disorder
Motor disorder