Abstract

In today’s fast-changing world, education stands as the foundation for shaping a student’s future career, personality, and adaptability to life’s challenges. Among all subjects, Mathematics and English are central to both academic progress and practical living, yet they pose significant difficulties for students with learning disabilities. Such challenges, often linked to conditions like dyslexia and dyscalculia, affect how learners process and retain information, leading to struggles with reading, spelling, arithmetic, fractions, and problem-solving. These difficulties not only impact academic performance but also diminish self-confidence and motivation. The present study focuses on three key aspects: first, identifying the academic and emotional challenges faced by learning-disabled students in Mathematics and English; second, evaluating their academic effectiveness beyond traditional assessment methods, which often overlook hidden abilities; and third, suggesting remedial measures to improve learning outcomes. Strategies such as activity-based learning, phonics programs, visual aids, ICT tools, and step-by-step teaching methods can make a significant difference in their progress. By adopting inclusive, empathetic, and innovative approaches, schools and teachers can unlock the potential of learning-disabled students, helping them achieve academic success while building confidence and resilience for the future.