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The achievement deficits of students diagnosed with learning disabilities can stem from a combination of neurological impairments and inadequate instruction. Neurological factors may affect cognitive processing and learning capabilities, while poor instructional practices can exacerbate these challenges by failing to meet individual needs. Effective interventions often require addressing both the neurological aspects and enhancing instructional quality to support learning. Thus, it's essential to consider both elements in understanding and addressing achievement deficits.

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1w ago

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