European Journal of Biomedical and Pharmaceutical Sciences

COMPARATIVE STUDY OF DERMATOGLYPHIC PATTERNS OF STUDENTS WITH LEARNING DISABILITIES AND THEIR NEUROTYPICAL PEERS IN THE SOUTH EASTERN REGION OF NIGERIA

Okafor Emeka Christian, Ezeokafor Emmanuel Nonso, Dr. Bernard Omuwa Osazuwa,
Nwanaga Clinton Uche* and Nwankwo Samuel Ikwunne

ABSTRACT

Learning disability is a common problem. Up to 10% of the population are affected by specific learning disability such as dyslexia, dyscalculia and autism, translating to two or three pupils in every classroom. This study sought to investigate and compare fingerprint dermatoglyphic patterns between students diagnosed with learning disabilities and their neurotypical peers, with the aim of identifying distinctive dermatoglyphic markers that may serve as potential diagnostic indicators or correlates of learning disabilities. The study was a descriptive cross-sectional study. A total of three hundred subjects were used, one hundred and fifty (150) students with learning disability and one hundred and fifty(150) students having average intelligence and behavior. The fingerprints were taken with digital scanner connected to a laptop. Qualitative and quantitative analysis were done. The fingerprint parameters included in this study are the total finger ridge count, absolute ridge count, ulnar ridge count and radial ridge count. Higher frequency of whorls and arch in males and higher frequency of ulnar loop and radial loop for females in learning disabled students were observed. Total finger ridge count and radial ridge count were higher in control while absolute finger ridge count and ulnar ridge count were higher in learning disabled students. Conclusion: Therefore the study revealed that learning disability has a strong genetic basis.

Keywords: Learning Disability, dermatoglyphic, fingerprint.