Learning Difficulty

Learning Difficulty

Learning Difficulty is a neurological disorder which includes several disorders in which a child has difficulty in learning in a typical manner. It includes several disorders in which a person has difficulty learning in a typical manner, usually caused by an unknown factor or factors. The unknown factor is the disorder that affects the brain's ability to receive and process information. People with a learning disability have trouble performing specific types of skills or completing tasks if left to figure things out by themselves or if taught in conventional ways.

Learning disabilities fall into broad categories based on the four stages of information processing used in learning- input, integration, storage, and output:

  • Input: This is the information perceived through the senses, such as visual and auditory perception. Difficulties with visual perception can cause problems with recognizing the shape, position and size of items seen. There can be problems with sequencing, which can relate to deficits with processing time intervals or temporal perception. Difficulties with auditory perception can make it difficult to screen out competing sounds in order to focus on one of them, such as the sound of the teacher's voice.
  • Integration: This is the stage during which perceived input is interpreted, categorized, placed in a sequence, or related to previous learning. Students with problems in these areas may be unable to tell a story in the correct sequence, unable to memorize sequences of information such as the days of the week, able to understand a new concept but be unable to generalize it to other areas of learning, or able to learn facts but be unable to put the facts together.
  • Storage: Problems with memory can occur with short-term or working memory, or with long-term memory. Most memory difficulties occur in the area of short-term memory, which can make it difficult to learn new material without many more repetitions than is usual. Difficulties with visual memory can impede learning to spell.
  • Output: Information comes out of the brain either through words or through muscle activity. Difficulties with language output can create problems with spoken language in which one must retrieve information from storage, organize our thoughts and put the thoughts into words before we speak. It can also cause trouble with written language for the same reasons. Difficulties with motor abilities can cause problems with gross and fine motor skills.

The child faces problems in either all or specific areas.

Types of learning difficulties:

  • Dyslexia – The difficulty in acquisition and processing of language.
  • Dyscalculia – Grasping mathematical concepts and calculations.
  • Dysgraphia – Impairment in written language.

 An important point to keep in mind is that most children with learning difficulty have average to above average IQ highlighting that it’s only the learning style which is different. With appropriate cognitive and academic intervention the difficulties can be overcome although not cured.

Diagnostic signs of Dyslexia:

  • Slow and painful reading
  • Disparity between listening comprehension of text and reading comprehension.
  • Difficulty spelling nonsense words as compared to real words.
  • Decoding errors ,especially with the order of letters.
  • Difficulty reading new words even when reading comprehension is improving.
  • Difficulty in spellings.
  • Able to do computation in Mathematics more easily as compared to understanding the problem sums.

 

Study Group

Many children with attention issues or Leaning Difficulty cope very well in individual sessions but face great difficulties in the classroom. The reason for the same could be because concentrating on a task with an individual teacher and a clutter free environment is much easier as compared to doing the same in a class of 30 to 40 children with a single teacher. Thus we are conducting study group sessions which help children learn to:

  • Complete work independently.
  • Copy from board.
  • Borrow and share stationary with others.
  • Respond appropriately to the teacher.
  • Wait in line for their turn.

Interventions:

  • Special Education
  • Occupational Therapy
  • Study Groups