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Learning Disabilities ………….
The term learning disability (LD) refers to a group of diseases that affect a wide range of skills academic and functional, including the ability to speak, listen, read, write, reason and organize information. A learning disability is not indicative of low intelligence. People with learning disabilities often have difficulties to reach their intellectual level because of a deficiency in one or more of the ways the brain processes information.
It is interesting to note that there is no clear and widely accepted definition of "learning difficulties". Due to the multidisciplinary nature of the sector, There is an ongoing debate on the question of definition, and there are at least 12 definitions in the literature. These disparate definitions agree on several factors:
1. Learning disabilities have difficulties with academic performance and progress. There are discrepancies between a person's potential and learning what you learn.
2. The performance of learning disabled an irregular pattern of development (language development, physical development, academic development and / or perceptual development).
3. learning disabilities should not be to the detriment of the environment.
4. learning problems are not due to mental retardation or emotional disturbance.
Experts estimate that 60 to 10 percent of school-age population in the United States is learning disabled. Almost 40 percent of children enrolled special education classes in the nation suffers from a learning disability. The Foundation for children with learning difficulties there are an estimated 6 million adults with learning difficulties as well.
Little is known at the time the causes of learning disabilities. However, some general observations can do:
• Some children develop and mature at a slower pace than others in the same age group. As a result, may not be able to do the work planned school. This type of learning problem is called "late maturing."
• Some children with normal vision and hearing may misinterpret views of everyday sounds and for some inexplicable disorder of the nervous system.
• Injuries before birth or in early childhood, probably has some learning problems later.
• Children born prematurely and children who had health problems soon after birth sometimes learning difficulties.
• learning difficulties tend to run in families, so that some learning problems can be hereditary.
• Difficulty learning are more common in boys than in girls, perhaps because boys tend to mature slowly.
• Some difficulties of learning seems be related to the irregular spelling, pronunciation, and structure of English. The incidence of learning disabilities is lower in countries of the Spanish or Italian.
Children with learning disabilities present a wide variety of symptoms. These include problems with reading, math, comprehension, writing, language spoken, or reasoning skills. Hyperactivity, inattention and perceptual coordination may also be associated with learning difficulties, but learning difficulties are not themselves. The main feature of a learning disability is a significant difference between the benefit of a child in some areas and intelligence General. Learning disabilities typically affect five general areas:
1. Spoken language: delays, disorders, and deviations of listening and speaking.
2. Written Language: difficulty in reading, writing and spelling.
3. Arithmetic: difficulty in performing arithmetic operations or in understanding basic concepts.
4. Reasoning: difficulty in organizing and integrating thoughts.
5. Memory: difficulty in remembering information and instructions.
Between symptoms commonly associated with learning difficulty are:
• Poor performance in the test group
• The difficulty discriminating size, shape, color
• difficulty with time (time) concepts
• distorted body image concept
• investment in reading and writing
• general clumsiness
• poor visual-motor coordination
• hyperactivity
• Difficult to accurately copy a model
• delaying the completion of work
• Poor organizational skills
• easy to confuse with the instructions
• Difficulty abstract reasoning and / or problem solving
• Disorganized thinking
• Often obsesses on one topic or idea
• poor memory short-term or long term
• impulsive behavior, lack of reflective thought before action
• Low frustration tolerance
• Excessive movement during sleep
• poor peer relationships
• excessively nervous during pool play
• lack of capacity to assess social
• Display inadequate, selective, and too often affect
• GAL stages of development (eg motor language)
• often inadequate to the situation of conduct
• inability to see the consequences of their actions
• too gullible and easily led by peers
• excessive variation in mood and responsiveness
• poor adjustment to environmental changes
• distracted too much difficulty concentrating
• difficulty making decisions
• Lack of hand preference or mixed dominance
• difficulty with tasks requiring sequencing
The evaluation of these symptoms, it is important not to lose sight of the following:
1. Nobody will have all these symptoms.
2. Among LD populations, some symptoms are more common than others.
3. Everyone has at least two or three of these problems to some extent.
4. The number of symptoms seen in a particular child does not give an indication of whether the disability is mild or severe. It is important to consider whether behaviors are chronic and appear in clusters.
Tips for parents of children with learning difficulties:
1. Take time to listen to their children, as you can (actually, try to get their "message").
2. Love, touching, hugging them, tickling them, wrestling with them (which require a large amount of physical contact).
3. Search and encourage their strengths, interests and abilities. Help them use these as compensations for any limitations or disabilities.
4. Reward with praise, good words, smiles and a pat on the back as often as possible.
5. Accept them for who they are and their potential for human growth and development. Be realistic in your expectations and demands.
6. Participation in the definition of rules and regulations, schedules and family activities.
7. Tell when they misbehave and explain how you feel about your behavior, then have to propose other solutions that are acceptable to act.
8. Help them to correct errors and mistakes by showing or demonstrating what to do. Do not nag!
9. Give reasonable tasks and family responsibilities regular work whenever possible.
10. Give them a check as soon as possible and help plan to move within it.
11. Provide toys, games and physical activities and opportunities that young people benefit of development.
12. Read fun stories to them and with them. Encourage them to ask questions, discuss stories, tell the story, and rereading stories.
13. Even more ability to concentrate, reducing distracting aspects of their environment as much as possible (to give them a place to work, study and play).
14. Do not get hung traditional levels of school! It is important that progress at their own pace and be rewarded for it.
15. Take them to libraries and to encourage to select books of interest and control. They share their books with you. Provide stimulating books and reading materials at home.
16. Help them develop self-esteem and compete with oneself rather than others.
17. Insist that they cooperate socially by playing, helping and serving others in the family and community.
18. Serve as a model for reading and discussion of their material interests. Share with them some of the things they are reading and doing.
19. Please consult with teachers or other specialists when it feels to be needed to understand better what you could do to help the child learn.
About the Author
hi, My nane is aditi and i am woring as a content writer in data comp web technologies….i am fond of reading books and like to read and write good articles….i want to be a part of articlesbase.
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