Psychophysiological Peculiarities And Learning Motivation Of Students With Learning Disorders

Abstract

Learning disorders cause different academic problems for children. The task of teachers is to help to overcome these problems. 13 – 15 years old Latvian students with diagnosed learning disorders and control group students from Jūrmala school in Latvia which practices inclusive education were tested using Vienne Test System (VTS) tests and surveyed about their learning motivation and feeling in school. The VTS Cognitron test was used for assessment attention and concentration abilities and VTS Ravens Standard progressive matrices test was used in order to evaluate non-verbal general intelligence of students. It was found that attention and concentration abilities and IQ of students with learning disorders were lower in comparison with control group students. Many students with learning disorders have a more serious attitude towards school attendance than control group students. The opinion of teachers, classmates and parents about their learning achievements are very important for students with learning disorders. The overall mood at school was similar in students with learning disorders and control group students. Effective measures of inclusion and support for children with learning disorders enables them to feel happy and content at school and increase their learning motivation.