ADHD stands for a condition called attention deficit hyperactivity disorder. Kids with ADHD have problems paying attention and sitting still in their seats, and they can be impulsive, which means doing things without thinking about the results. This can cause problems like getting hurt. Some kids who have ADHD can have difficulty in school. Some might have trouble making friends.
Individuals generally do not have difficulty with all all areas of learning, but may have a learning disability specific to one area. For example, dyslexia, a specific type of learning disability, interferes with the ability to interpret written language. It affects reading in approximately 5% of all school-aged children. Other types of learning disabilities relating to reading affect other parts of the reading process, including the ability to accurately recognize words, reading speed, and the ability to comprehend what is read. Reading disability not only affects academic achievement, but also interferes with many other activities that require reading skills, such as reading notices, understanding forms and applications, and reading labels of medicine
Psychologist believes that the learning disability is a neurologically-based processing problems. These processing problems can interfere with learning basic skills such as listening, speaking, reading, writing and/or math. They can also interfere with higher level skills such as attention, time planning, organization, abstract reasoning, and long or short term memory. It is important to identify and understand that learning disabilities can affect an individual’s
Last but not least, L2 learners do not learn language at the same rate, the matter of culture, social class, attitude, personality, can all become factors that influence the learning rate of a child. Each busting of a myth implies that educators should not have unrealistic expectations of children learning an L2 regarding their
c) Word problem Children with Learning Disability may find it very difficult to solve word problems both owing to reading deficit and a lack of analysis and reasoning skills. Most word problems involve a fair degree of abstract thinking and inferential reasoning. In the absence of concrete manipulative objects the child is unable to tackle these problems. Another area of difficulty arises from not knowing which operation or process to use. “Does the problem require addition or division”?
For instance, students with this kind of inability often have trouble with rules of recalling information. This type of student only performs just enough when the teachers ask the students to write a sentence or long text. The performances worsen when the students with this kind of inability were asked to write a paragraph. This inability affects the identification information process in memory. In addition, retrieving process of memory comes with two main techniques (refer to Figure 2 in Appendix 2).
For example when there is a problem that is being given most students still cannot undertake most of the complex words being used, i.e. the sum of instead of add, the product of instead of multiply, etc. these are some complexity that students needs to be taken slowly because different students have different rate on how they can absorb things. Furthermore, forming a number sentence to represent the mathematics involved in the word problem. In this problem children appear to find it harder to form a number sentence for some word problems structures than others.
Learning to read and write are very important achievements within a child’s education, and many pupils’ have the capability to coordinate this literacy development very easily. However not all pupils’ have the same skill to learn to write with simplicity (DfES 2007). Various pupils with specific learning disabilities experience difficulties with reading, hand writing, spelling and rereading their writing compared with most of their classroom peers (Graham & Harris 2005). Pupils with learning disabilities may also encounter difficulties within generating ideas, organising and planning, which may cause problems in forming language and literacy development during their time at school (Troia 2006). However, there is no certain explanation that majority of pupil’s with learning disabilities will struggle with their capability of handwriting performance; research suggests poor handwriting may even be related to extrinsic factors such as environmental or biomechanical components (Fedar et al 2007).
In many schools, most students will have a computer and Internet access, but schools that are located in impoverished areas may have a large portion of their student body with little to no computer experience. While it is important to educate these children in technology, it must be done at a pace that meets every individual's needs or more learning time will be wasted. Another possibility of technology having a negative effect on education is that technology can be overused. This can lead to a variety of problems. Many students learn best by physically and mentally interacting with what they are studying.
There is a great discrepancy between what an individual is ought to be able to do and what he or she can actually do, or simply unexpected underachievement, in some areas such as oral expression, written expression, listening comprehension reading comprehension, reading, and mathematics (Smith & Strick, 1997). Learning disability is neither a problem of motivation nor intelligence. An individual with learning disability may have an average to above average intelligence but lacks abilities in one of the following: visual perception, language processing, fine motor skills, and the ability to focus attention. Likewise, an individual with a learning disability receiving education that is appropriate to his or her age and intellectual level tend to be an underachiever, not necessarily in all areas of learning, no matter how motivated he or she is to perform well. Furthermore, learning disabilities may occur with other handicapping conditions such as sensory impairment, mental retardation, and social or emotional disturbance but learning problems as results of such handicapping conditions do not fall under learning disabilities.