Learning Disability

Introduction

Learning disability affects the child's daily functioning, prevents educational development, and substantially interferes with his ability to learn. The current view on the disability tends to lean toward an approach that recognizes it as part of the human psychological development (Strickland, pp: 120-130).

Information Processing

Information processing is similar to a normal person in individuals with learning disabilities. They follow a sequential path to derive meaning from the information or object of focus. This involves decoding of information received from the external environment through visual senses, auditory, tactile, or kinesthetic. Association of preconceived factors to the information results in executive processing of information to derive meaning from the information piece. Action of motor neurons on the information result in verbal or written action to define the reaction to information received. The most important cognitive processes involved in language learning are: perception, memory, attention, reasoning, and motivation among others that they interact with a common goal: to capture, transform and manipulate or represent the information extracted from medium (Rourke, pp: 100-123).

Main challenges to the information processing by individuals having a learning disability

Main challenges that affect the information processing capacity of learning disability individuals is how does external factor impact them. This is a dynamic process in which the individual performs a set of mental operations and procedures that allow him to process the information it receives and deriving comparable meaning with the same efficiency. Memory and schemas, characteristic of active sensor and motor neurons, cognitive processing speed highly affect the information processing by learning disability individual.

Aggression, strange behavior, and low performance in schools specify an encrypted structure that affects the processing capacity. It is necessary to reveal to respond. Problems of subjectivity in the psychic structure of an individual led to psychoanalysis. This directly impacts the visual and auditory processing capacity of an individual. Sensory memory elements (short-term & long-term) directly determine the fundamental consciousness factor of an individual to learn, read and write properly. These factors create difficulty in understanding and following work instructions, remembering the learned material, difficult in mastering the basic skills of reading, spelling, writing, and arithmetic, difficult to distinguish and identify words, difficulty understanding the concept of time, and tendency to irritation (Aylward, Pp: 21-36).

Student with Learning Disability

During the observation, highly significant elements were observed in understanding the factors and learning process of students. Learning problems are more common than usually thought. The phenomenon of learning can be read from different discourses such as psychology, pedagogy, history of the child. Problem is based on the thought process and the type of approach or solution used to derive meaning from information.

Few students during the observation in classroom displayed characteristics of learning disability. They had limited information processing capacity in understanding the lecture delivered in class. The student was experiencing trouble in understanding the mathematical functioning and logical connection in functions, poor comprehension, poor memory for numbers, and inability to respond to mathematical data in quick time.

In contrast, student had strengths in reading and writing area for other ...