Learning Difficulties and Dyslexia - Literature review Example

? Learning Difficulties and Dyslexia Affiliation with more information about affiliation, research grants, conflict of interest and how to contact Learning Difficulties and Dyslexia Learning difficulty is a major problem that affects the way in which a child learns new things in any area of his her life and it does not merely confine to learning in school. It also influence the method in which they understand and communicate. For a child with learning difficulty, it becomes hard to understand, learn and communicate when compared to the other children. A learning difficulty may be mild, moderate or rigorous. Few people with mild learning difficulty can speak easily and take care of themselves, but it takes a little longer than usual for them in order to learn new skills. A learning difficulty happens when an individual’s brain development has been affected, either before the birth, during birth or in the early childhood. “In 1975, Congress enacted the education for All Handicapped Children Act (Public Law 94-142), now known as the Individuals with Disabilities Education Act (IDEA)” (Bradley et al. 2002, p.25).which defines learning difficulties. This Act supports localities and the states to meet the needs of individuals with disabilities and provide them the right to public education. After the passage of this enactment, significant progress has been made in order to protect the rights of individuals with disabilities. Despite the problems associated with disabilities, with suitable academic and cognitive interventions and technology support, the effects of disability can be reduced. Persons with learning difficulties may face exceptional challenges which are often pervasive throughout the life period. On the basis of the type and rigorousness of the disability, current technologies and intervention may be made use of in order to help the person learn strategies that can help overcome their limitations. Dyslexia is a kind of learning difficulty which is “neurobiological in origin” (Lyon, 2003, p.3). It manifests through difficulties with fluent or accurate word recognition along with poor decoding and spelling abilities. These difficulties mainly result from a shortage in the phonological element of language which is frequently unexpected in connection to other cognitive abilities and the proviso of effective classroom instruction. The other consequences include problems of reduced reading experience and problems in reading which may impede the background knowledge and growth of vocabulary. ‘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’ (Selikowitz, 2012, p.4).  According to Vicki L. Cohen and John Edwin Cohen, students having “learning disabilities” and trouble in reading can be diagnosed as having dyslexia. “Such students more often possess phonological reading disabilities and problems in identifying that words can be broken down into phonems and also that letters have sounds. They can also have problems in decoding words and in reading fluently. It is said to be “neurobiological” in origin since there is disruption of the neural system in the brain’s left hemisphere” (Lyon, 2003, p.2). “Dyslexia is one of several distinct learning disabilities. It is a specific language -based disorder of constitutional origin characterized by difficulties in single word decoding, usually reflecting insufficient phonological processing” (Lyon, 2003, p.2). These problems in single word decoding are frequently unexpected with respect to age and other academic and cognitive abilities and are not the consequence of sensory impairment or any generalized developmental disability. Dyslexia is evident by variable difficulty with diverse forms of language, often include, along with problems in reading, a noticeable problem with acquiring expertise in writing and spelling. “Developmental dyslexia is one of many reading difficulties which has intrigued linguists, neurologists, psychologists and educators over the last century and which has recently received much more attention than at any other time in the past” (Elbeheri et al. 2006, p.143). Identifying the causes of dyslexia has been the focus of research in the field of learning difficulties for the past several years and it has attracted the interest of ophthalmologists, neurologists, medical practitioners and many others in the medical field. Despite the constant studies on the topic, the actual cause of dyslexia yet remains undetermined. But it is generally acknowledged to be a combination of neurological, psychological and genetic factors. However, in most of the cases in children, the causes of certain kids learning problem most often remains a mystery. “Many of the screening tests for dyslexia only claim to identify children at risk of dyslexia and do not offer a definitive diagnosis” (Reid, 2009). Tests conducted on children have not been fully successful and they only help in identifying the probable cases of children who have the risk of dyslexia or other learning difficulties. Sometimes, the child may not get pleasure in playing sound games or sometimes they may find it difficult to recall the names of familiar objects. Such instances suggest the probability of dyslexia or other learning difficulties. “Dyslexia affects 4 per cent of the population. Problems can show themselves in reading, writing, number work, short term memory, hand control and visual processing” (Chivers, 2001, p.11). Dyslexia mostly affects the male population as compared to the females. Children affected with dyslexia are bright in many ways and can be very good in many aspects. They may seem to be talkative and doubtful about many things and asking a number of questions. But in their academic performance, they may not be up to the mark when compared to the other students of their age. Inspite of having normal ability and intelligence, they are not in a position to do well academically. Most of the cases of dyslexia come to notice when the children start failing in their exams. But today, there are many tests in order to identify this problem in children. People with learning difficulties face problems in acquiring certain skills or completing in some tasks. Learning difficulties is considered as a physiological disorder. They indicate “the imperfect ability to listen, speak, read, write, spell, or to do mathematics calculations” (Skues & Cunningham, 2011, p.161). Following are some of the major learning difficulties: “Difficulties in reading (dyslexia ), difficulties to perfome mathematics (dyscalculia) , problems with writing, Learning disabilities in motor skills (dyspraxia), Learning disabilities in language (aphasia/dysphasia) , Auditory processing disorder , Visual processing disorder , ADHD – Attention deficit hyperactivity disorder (ADHD), Autism” (Kemp et al, 2013). Learning difficulties in reading (dyslexia) derive mainly from two major causes related with the ability of reading. Children with dyslexia face challenges in differentiating sounds, letters and words. The second difficulty is they become incapable to understand the structure of sentences and paragraphs Learning difficulties in mathematics “(dyscalculia)” (Selikowitz, 1998, p.11) describing that the bad performance of children in subject of maths. Visual disabilities, linguistic problems and disorganized memory are some of the reasons that increase the problem of dyscalculia at child. Learning difficulties in writing “(dysgraphia)” (Selikowitz, 1998, p.11) causes the child to struggle to co-ordinate the words and sentences. They become a failure at the stage when they need to convert their thoughts and ideas in to a writtern form. Learning difficulties in motor skills (dyspraxia) explains the lack of coordination about the activities of hands and legs. It is more over the malfunction and miscommunication between brain and body the physical activities of jumping, running playing, cutting and writing are some of the areas where the child face difficulties with such a problem. Learning difficulties in language is a problem of a child getting confused by the frames, and structure of a language. In this situation, the child handles the language with inappropriate words. Thus, the child is challenged with verbal communication. Auditory processing disorder is another learning difficulty that involves hearing problem In this case, the child may have problem with some particular words and sounds. In visual processing disorder, the child faces some challenges with certain figures and words difficulties with maths or reading and writing. “Attention deficit hyperactivity disorder (ADHD)” (Kemp et al, 2013, par.22) is another major learning difficulty in children. The child in this case may be hyper active at all time which is the main symptom of the disorder. Autism is yet another significant learning difficulty and with this disorder child will communicate with their peer group and in the stage of autism the child shows almost every learning difficulties regarding to this psychological disorder. ‘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” (Selikowitz, 2012, p.4).   “Specific learning difficulties (SpLD)” (Selikowitz, 1998, p.11) need to distinguished from under achievement’ The main cause for ‘learning disabilities is problems of brain Now a days learning difficulties are not considered as a learning disability. Because the term disability has such a broad cannot action that people think that children are not capable to do any work. Actually this is wrong. Learning difficulties contain only specific difficulties which a child faces during their academic periods with some skills like reading, writing etc. Normally children with learning difficulties attend normal classrooms and the teachers go with their syllabus as usual. They do not address the child with specific problems and consider them as “bottom 10 percent” (Neufeld et al. 2005, p.5). The countries like Australia, they are addressing these difficulties through their educational departments. They advocate assess of education to the children with these difficulties. They also implement various programmers and standardized tests. Besides, they ensure involvement of parents at every stages of the analysis. Teachers who deal with these children need some professional knowledge and training. Other wise these difficulties will be always considered are the bad performance of the child. According Kaplan “there is an underlying cause for all the specific learning difficulties and use the term ‘atypical brain disorder” (Bryant et al. 2005, p.123). Identify the learning difficulties and their specific problems in early stages of schooling help them to perform better in their academic curriculum. Therefore, primary teachers require professional knowledge to identify the children with specific difficulties. Otherwise the children will faces various adjust mental problems with their studies, which It may lead to other emotional and psychological problems. Thus, the identification of such difficulties in early stages and special training with standardized programmes for improving the child are necessary. The teacher’s knowledge about these learning specific difficulties is very important for the future of such children. Addressing the difficulties with systematic knowledge and scientific assessment should help the child for a better performance at their schools. A part from teacher services at classroom, the children with learning difficulties need the services of medical health professionals with proper skills. Thus, there is a scope for special schools with qualified dedicated teachers, who can understand the needs of such children and respond to them appropriately. But according to ministry of education of Flanders Region 2007 “Children would have the right to choose between mainstream or special schools and would receive the same level of support whether in mainstream or special school” (Lebeer et al. 2010, p.379). The degree and nature of learning difficulty is different in each case. So each and every children with learning difficulties need individual attention to reduce their problems. Training and counseling for every children helps to address their problems in detailed .and they need to go through with various psychological therapeutic treatments. Reference List Bradley, R. et al. (2002). Identification of Learning Disabilities: Research to Practice. Lawrence Erlbaum Associates. Retrieved from http://books.google.co.in/books?id=Rk4X4qPaOLIC&printsec=frontcover&dq=What+is+Learning+difficulties+and+what+is+Dyslexia+pdf+files&hl=en&sa=X&ei=CKE9Uen1HobJrQeevYCwBQ&ved=0CDgQ6AEwADgK#v=onepage&q&f=false Bryant, A. et al. (2005). Do Teachers Know more about Specific Learning Difficulties than General Practitioners? British Journal of Special Education. Print. Chivers, M. (2001). Practical Strategies for Living with Dyslexia. Jessica Kingsley Publishers. Retrieved from http://books.google.co.in/books?id=OuzlOgmjOM4C&printsec=frontcover&dq=What+is+Learning+difficulties+and+what+is+Dyslexia+pdf+files&hl=en&sa=X&ei=ybE9UaDjNs6qrAf26YDIDA&ved=0CDQQ6AEwAQ#v=onepage&q&f=false Elbeheri, G. et al. (2006). Dyslexia Assessment in Arabic. JORSEN. Retrieved from https://docs.google.com/viewer?a=v&pid=gmail&attid=0.5&thid=13d4e033032d8e27&mt=application/pdf&url=http://mail.google.com/mail/?ui%3D2%26ik%3Dcc11239d4c%26view%3Datt%26th%3D13d4e033032d8e27%26attid%3D0.5%26disp%3Dsafe%26realattid%3Df_he2fnqsc4%26zw&sig=AHIEtbRvU87M7yeAoL529Pt7JqZGgMsyuw Kemp, G. et al. (2013). Learning Disabilities and Disorders. Help Guide. Retrieved from http://www.helpguide.org/mental/learning_disabilities.htm Lebeer, J. et al. (2010). Identifying special educational needs: putting a new framework for graded Learning Support to the Test. European Journal of Special Needs Education. Retrieved from http://www.tandfonline.com/loi/rejs20 Lyon, G. R. (2003). A Definition of Dyslexia. Retrieved from https://docs.google.com/viewer?a=v&pid=gmail&attid=0.1&thid=13d4e033032d8e27&mt=application/pdf&url=http://mail.google.com/mail/?ui%3D2%26ik%3Dcc11239d4c%26view%3Datt%26th%3D13d4e033032d8e27%26attid%3D0.1%26disp%3Dsafe%26realattid%3Df_he2fj8hc0%26zw&sig=AHIEtbQOD_AAIYYVl9fRFx2s5xLQHtlKNQ Neufeld, P. et al. (2005). School Psychologists' Beliefs and Practice When IQ is Irrelevant to the Definition of Learning Disabilities: Australian. Sage. Retrieved from http://www.sagepublications.com/ Reid, G. (2009). The Routledge Companion to Dyslexia. ROUTLEDGE. Retrieved from http://books.google.co.in/books?id=QrBQAmfXYooC&pg=PT521&dq=What+is+Learning+difficulties+and+what+is+Dyslexia+pdf+files&hl=en&sa=X&ei=CKE9Uen1HobJrQeevYCwBQ&ved=0CEYQ6AEwAjgK#v=onepage&q=dyslexia&f=false Selikowitz, M. (2012). Dyslexia and Other Learning Difficulties. Oxford University Press. Retrieved from http://books.google.co.in/books?id=Qpj2WHXlKoEC&printsec=frontcover&dq=What+is+Learning+difficulties+and+what+is+Dyslexia&hl=en&sa=X&ei=mfk6UfbaCIK3rAfc_oGACg&ved=0CD4Q6AEwAQ Selikowitz, M. (1998). Dyslexia and Other Learning Difficulties: The Facts. Oxford University Press. Retrieved from http://books.google.co.in/books?id=VcN6arZn6J4C&printsec=frontcover&dq=Selikowitz,+M.+%282012%29.+Dyslexia+and+Other+Learning+Difficulties.+Oxford+University+Press.+Print.&hl=en&sa=X&ei=dStAUdTNJpDIrQfH3YAo&ved=0CDQQ6AEwAQ#v=onepage&q=dyscalculia&f=false Skues, J. L. & Cunningham, E. G. (2011). A Contemporary Review of the Definition, Prevalence, Identification and Support of Learning Disabilities in Australian Schools. Swinburne University of Technology. Print. Read More