scholarly journals SPECIFIC LEARNING DIFFICULTIES MANIFESTATION IN CHILDREN WITH AVERAGE INTELLIGENCE AND CHILDREN WITH INTELLECTUAL DISABILITIES

2019 ◽  
Vol 19 (3-4) ◽  
pp. 7-24
Author(s):  
Natasha Chichevska-Jovanova ◽  
Olivera Rashikj-Canevska ◽  
Aleksandra Karovska-Ristovska ◽  
Daniela Dimitrova-Radojichikj ◽  
Vesna Cekovska
Keyword(s):  
Intellectual Disabilities ◽  
Learning Difficulties ◽  
Average Intelligence ◽  
Specific Learning

What are specific learning difficulties?

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Social Competence ◽  
Impulse Control ◽  
Learning Difficulties ◽  
Academic Skills ◽  
Broad Sense ◽  
Learning Difficulty ◽  
Significant Delay ◽  
Central Importance ◽  
Average Intelligence ◽  
Specific Learning

This is a book about children like Angela and Michael: intelligent children who have a significant and unexplained difficulty in learning. Each child with such difficulties is unique, but they have enough in common with one another for their condition to be summarized by one collective term. I shall use the term ‘specific learning difficulties’ as an umbrella term for this whole group of disorders. A specific learning difficulty can be defined as: . . . an unexpected and unexplained condition, occurring in a child of average or above average intelligence, characterized by a significant delay in one or more areas of learning. . . . In order to understand this definition fully, a number of important questions must be answered. Which areas of learning are involved? What is a ‘significant delay’? Which other causes of difficulty must be excluded? Let us look at these questions one by one. . . . Which areas of learning are involved? . . . The areas of learning involved in specific learning difficulties can be divided into two groups. The first group consists of the basic academic skills: reading, writing, spelling, arithmetic, and language (both comprehension and expression). These are relatively easy skills to measure, and are of central importance to success at school. The second group contains areas of learning that are also vitally important, but are far less well understood. These involve the learning of skills such as persistence, organization, impulse control, social competence, and the coordination of movements. I shall use the term specific learning difficulty to cover significant delay in any of these areas. Children may have only one area involved, or a number of areas. I am, therefore, using the term ‘learning’ in a broad sense, to include all areas of learning, not only academic areas. There are good reasons for grouping all these difficulties together. It has been well established that difficulties in these different areas of learning are closely related. They often coexist in the same child, they are all more common in boys, they all share the same theories of causation, and they all share the same general principles of management.

ART AS MEANS OF TRAINING AND CREATIVE POTENTIAL DEVELOPMENT IN CHILDREN AND STUDENTS WITH SPECIFIC LEARNING DIFFICULTIES

2019 ◽  
Vol 7 (1) ◽  
pp. 28-39
Author(s):  
Ani Zlateva
Keyword(s):  
Learning Process ◽  
Learning Difficulties ◽  
Creative Potential ◽  
Learning Abilities ◽  
School Subjects ◽  
Potential Development ◽  
Specific Learning

The article examines some modern deffinitions of system of difficulties in learning process which children and students experience. Тhe main understanding of the educational difficulties and the children experiencing them have outlined. The creative potential these children have is presented by the studies of authors from different countries. The development of their giftedness and talent in different art fields could be used as means of improving their learning abilities in various school subjects, in which they experience difficulties.

scholarly journals Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study

2021 ◽  
Vol 11 (7) ◽  
pp. 103
Author(s):  
Elisabetta Lombardi ◽  
Daniela Traficante ◽  
Roberta Bettoni ◽  
Ilaria Offredi ◽  
Mirta Vernice ◽  
...  
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Learning Difficulties ◽  
Well Being ◽  
Control Group ◽  
Learning Disorder ◽  
School Students ◽  
Specific Learning Disorder ◽  
The Impact ◽  
Specific Learning

Reading and writing skills influence the social status of students, exerting effects not only on learning, but also on wellbeing. This study aimed to assess the impact of diagnosis of specific learning disorder on well-being in secondary-school students, comparing students with a diagnosis of specific learning disorder (SLD-group), students showing learning difficulties without diagnosis (LD-group) and students without learning difficulties (control-group). Students were tested with neuropsychological screening tests in order to identify learning difficulties and were further assessed by means of psychological and school well-being questionnaires. The results show that LD group perceive themselves as having a low sense of mastery and autonomy, less interest and engagement in daily activities and low peer social support than their schoolmates. This result highlights, for the LD group, a low well-being experience, which is not observed in the SLD and control groups. On the contrary, SLD group students do not differ from control group students in any dimensions except for the perceived parents’ support and involvement in school life, in which the SLD group show the highest scores. This work underlines the importance of having a diagnosis as it seems to work as a protective factor for both the psychological and school well-being of the student.

scholarly journals The Effect of The POW + C-SPACE Strategy on Writing Skills of Students with Specific Learning Difficulties Attending Classes in the Resource Room

2021 ◽  
Vol 8 (3) ◽  
pp. 242-253
Author(s):  
Kürşat ÖĞÜLMÜŞ
Keyword(s):  
Writing Skills ◽  
Learning Difficulties ◽  
The Self ◽  
Strategy Development ◽  
Study Group ◽  
Resource Room ◽  
Story Writing ◽  
Independent Variable ◽  
Multiple Probe ◽  
Specific Learning

In this study, the POW + C-SPACE (Pick my idea - Organise my notes - Write and say more + Characters – Setting – Purpose – Action – Conclusion - Emotions) strategy shaped on the basis of the Self-Regulated Strategy Development Model (SRSDM) was presented through teachers working in the resource room, to evaluate the effects on story-writing skills of the students with Specific Learning Difficulties (SLD). The study was designed with the multiple probe model with probe phase between subjects. The independent variable of the research is the POW + C-SPACE strategy presented through the teachers working in the resource room. The dependent variable is the story writing levels of the children with SLD who are educated in the resource room. The study group consists of three teachers and their students with SLD in the resource room. The POW + C-SPACE strategy was presented to the students with SLD through the teachers working in the resource room. As a result of the study, it was concluded that when the teachers in the resource room presented the POW + C-SPACE strategy, it effectively developed the students' story writing skills.

scholarly journals Low Auditory-Verbal Cognitive Profile: Α “Risk Factor” for Specific Learning Difficulties in Preschool Children in Greece

Psychology ◽  
2021 ◽  
Vol 12 (02) ◽  
pp. 181-204
Author(s):  
Eleni Bonti ◽  
Maria Sofologi ◽  
Maria Efstratopoulou ◽  
Aikaterini Katsiana ◽  
Georgia Papantoniou ◽  
...  
Keyword(s):  
Risk Factor ◽  
Preschool Children ◽  
Learning Difficulties ◽  
Cognitive Profile ◽  
Specific Learning

Visual Perception in Specific Learning Difficulties

2021 ◽  
Vol 1 (1) ◽  
pp. 25-40
Author(s):  
Neriman Aral
Keyword(s):  
Individual Differences ◽  
Visual Perception ◽  
Learning Difficulties ◽  
Learning Difficulty ◽  
The Family ◽  
Mental Problems ◽  
The Moment ◽  
The Individual ◽  
The Brain ◽  
Specific Learning

From the moment the child is born, learning becomes meaningful and it is interpreted as a result of the experiences first in the family and then in school. However, it is sometimes not possible to talk about the fact that learning takes place in all children although the process has taken place in this direction. Sometimes the individual differences that exist in children and the inability to get the necessary support in structuring their learning experiences can be effective in the failure of learning, while sometimes the type of congenital difficulty can be effective. One of these types of difficulty is a specific learning difficulty. It is not always possible for children with specific learning difficulties to learn, even if they do not have any mental problems. In this case, many factors can be effective, especially the problems that children experience in their visual perception can become effective. Since visual perception is the processing of symbols received from the environment in the brain, the problem that may be experienced in this process can also make it difficult to learn this situation. In line with these considerations, it is aimed to focus on the importance of visual perception in specific learning difficulties.

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