Ayurvedic Perspectives and Interventions in Specific Learning Disorders: A Focus on Dyslexia and Dyscalculia

Abstract

Introduction: Learning disabilities (LDs) are neurodevelopmental disorders that impair academic skill acquisition despite normal or above-average intelligence. In India, these are frequently misunderstood as behavioral issues, leading to stigma, emotional distress, and delayed support. Aim: This review explores and evaluate Ayurvedic principles, diagnostic insights, and therapeutic interventions for Specific Learning Disorders (SLDs), with a particular focus on dyslexia and dyscalculia, and to propose a holistic, integrative approach to their understanding and management. Methods: This narrative review integrates classical Ayurvedic literature with contemporary clinical perspectives to explore the diagnosis and management of specific learning disorders (SLDs) such as dyslexia and dyscalculia. Results: Ayurvedic interventions like Medhya Rasayana (e.g., Brahmi, Mandukaparni, Shankhpushpi) and Panchakarma procedures (e.g., Shirodhara, Nasya) have shown potential in enhancing cognitive abilities, emotional regulation, and learning capacity in children with SLDs. Discussion: Ayurveda approaches learning disabilities through a psychosomatic model that emphasizes balance of Tridosha and Manas Gunas to restore cognitive faculties—Dhi (learning), Dhriti (retention), and Smriti (recall). These therapies may complement conventional educational and psychological interventions. Conclusion: Ayurveda offers a promising, holistic framework for the supportive management of learning disabilities. Integrating Ayurvedic strategies with modern approaches may enhance cognitive development, reduce emotional burden, and improve the quality of life for affected children.