Cognitive Impacts of Hematological Disorders on Language Learning: Addressing Barriers Through Targeted Interventions and Inclusive Practices

Abstract

Hematological disorders, such as anemia and sickle cell disease, can have significant cognitive impacts that hinder language learning. These conditions often impair attention, working memory, and processing speed, making it difficult for students to acquire and demonstrate linguistic knowledge effectively. This paper explores the multifaceted cognitive challenges faced by students with hematological disorders and their implications for academic success, particularly in language-based tasks. Drawing on existing literature, the study examines the role of cognitive deficits in language learning and proposes targeted interventions to support affected students. Strategies such as multisensory instruction, extended time accommodations, and assistive technologies are discussed as effective tools for mitigating the cognitive barriers posed by hematological disorders. Additionally, the importance of emotional and psychological support, along with collaboration between educators, healthcare providers, and caregivers, is emphasized in fostering an inclusive and supportive learning environment. The study concludes that a holistic approach, addressing both cognitive and emotional needs, is essential for ensuring equitable access to education and promoting academic success for students with hematological conditions.