Learning Difficulties

Learning Difficulties in Children

Learning Difficulties in Children

Introduction

Learning disabilities that show the students along their educational process have been studied from multiple perspectives and conceptual frameworks have generated several explanatory models.

The concept of learning problems are very large and, for the purpose of this page deliberately broad. Its meaning would encompass any significant difficulty for a student to find learning to keep pace with their age mates. Mentally handicapped students, those with sensory impairments and those with delays in a particular field, such as reading, mathematics, would fall within this group, but not exhausted. (Achenbach, 2010)

In the learning situation there are large numbers of factors which interactively determine specific performance confluence learning: learning activities, learning characteristics, the nature of the materials and task-criterion (recognition, recall, transfer. (Halperin, 2007)

In the case of children with learning difficulties appear to their attention and memory problems are due to a lack of awareness of the demands of the task, what strategies should be implemented to solve, and not so much a problem of lack of specific strategies. These children may have acquired mnemonic strategies such as repeating or organize the material, but the use of these strategies which fail. (Cohen, Becker, Campbell, 2009)

The same would apply in the case of attentional problems. It is shown that children with learning difficulties did not understand the relationship between address and solve the task, in this case, it was reading comprehension. However showed a normal performance in situations where your specific problem unimportant. These are children who are deficient in specific areas, but more general skills, which characterize the intelligence, remain unchanged. (Barkley, 2008)

The factors that influence the psychological adjustment of children during the twelve months of separation were examined. Children face following difficulties: (Cohen, Becker, Campbell, 2009)

The child is often unable to maintain attention to detail, because of negligence, frivolity makes mistakes in schoolwork, in the work and other activities.

Usually hardly keeps account when performing tasks or during games.

Often the impression that the child does not listen to was said to him

Often the child is unable to adhere to the proposed regulations and cope with the performance until the end of lessons, household chores or duties in the workplace (which is not related to negative or defiant behavior, inability to understand the reference

Often has difficulty in organizing self-assignments and other activities.

If necessary, perform tasks that require long-term preservation of mental stress (eg, schoolwork, homework), he usually avoids, expresses discontent or resisting

Often loses things necessary for the school and home (eg, school supplies, pencils, books, tools)

Easily distracted by constant stimuli

often shows forgetfulness in everyday situations

One can distinguish three stages: Stage 1: Are the pre-separation, lasting many years. At this stage the conflict (stress, dissatisfaction and misunderstanding) the relationship deteriorates to produce rupture.

Stage 2: corresponds to the formalities associated with the separation (exacerbated by emerging economic issues).

Stage 3: immediate separation, average duration of two years. During this period, especially during the first year there are more negative effects on ...