Article’s

This study sought to determine the degree of impact of dyslexia, dyscalculia, and dysgraphia prevalence on the academic achievements of children having specific learning disabilities within Karachuonyo North Sub County in Homa Bay County. Using an ecological perspective grounded in Bronfenbrenner’s Ecological System Theory and a learner-centered perspective based on Montessori’s philosophy, this study used a descriptive survey design that was qualitative and quantitative in nature. The target population included 386 learners and 24 education stakeholders, from whom a sample size of 219 respondents was obtained using the Yamane’s Formula. The results showed a high rate of SLDs prevalence among learners (65%, 127 learners), where dyslexia (28%, 55 learners), dyscalculia (22%, 43 learners), and dysgraphia (15%, 29 learners) were the major factors determining low academic achievement. Dysgraphia showed the lowest mean scores (42%) and highest standard deviation (±18%), suggesting that the teachers failed to recognize the disorder. Inferential analysis revealed that these SLDs impede academic literacy and numeracy skills among learners. Among psychosocial measures such as reassuring the teacher (21%), training in behavior modification (18%), and follow-up support (24%), significant improvements in academic performance were noted.