General Learning Difficulties Research Articles

Beliefs about Difficulties in Learning Chinese as a Foreign Language in a Public Sector University

Chinese language teaching in universities was introduced as part of China-Pakistan Economic Corridor initiative (CPEC) signed in 2013 for economic, entrepreneurial, and social reasons. Over a decade of introducing Chinese as a foreign language, Pakistani language learners invested in Chinese language for scholarships, higher education, jobs, and business purposes. However, many CFL learners were unable to acquire Chinese language and had low proficiency in the language. Therefore, this study aims to investigate the beliefs about difficulties that foreign language learners face about learning Chinese as a foreign language in a public sector university. For this purpose, quantitative research using BALLI questionnaire was conducted within a public sector university. The beliefs about language learning inventory (BALLI) questionnaire inquired about the general and specific language learning difficulties that students face while learning CFL. Data was collected using stratified sampling from two hundred undergraduate students who have completed CFL-I and CFL-II language courses at the university. Data was analyzed using descriptive statistics through SPSS. The findings of the study showed that learners considered Chinese as a difficult language to learn as compared to other foreign languages. Also, when inquired about the success of their spoken Chinese language in future, few of the participants believed that they would be able to succeed with Chinese language. Similarly, learners reported about the four language skills in Chinese and considered listening as easier than speaking. Additionally, the learners reported that reading and writing are equally difficult in acquiring Chinese.

The development of social competence in students with General Learning Difficulties in early primary grades: The necessity of psychological support programmes in schools

AbstractStudents with General Learning Difficulties present low levels of social competence. In order to increase them, students participate in school psychological support programmes. There are no research data available in Greece regarding social competence in students with General Learning Difficulties in the first grades of elementary school. The purpose of this research was to evaluate the efficiency of an intervention programme, which focused on strengthening their social competence, in the first grades of primary school. The levels of social competence of the students were evaluated before and after the implementation of an 8‐month social empowerment programme, following a mixed‐methods approach with the use of semi‐structured interviews and observation in the school context. The participants were 21 students with General Learning Difficulties, 18 education professionals, whose classes the 21 students attended, together with the 21 parents of these students (one parent per student). The results showed that the social competence of the participants was low before and that it increased after their participation in the intervention programme. In addition, girls had higher social competence than boys both before and after their participation in the intervention programme. These results highlight the benefits of classroom intervention programmes for children with General Learning Difficulties.

How to engage patients in computerized cognitive training: a cognitive rehabilitation expert’s perspective

Purpose The relationship between a patient and their therapist plays a crucial role in patient engagement. While Computerized Cognitive Training (CCT) may assist in preserving cognitive skills in cases of aging, dementia or acquired brain injuries, its effectiveness has not been definitively proven. Improving user engagement, acceptance, and software usability could aid in addressing this issue. The present study aims to identify potential obstacles and facilitators by examining the perspectives of rehabilitation professionals on the current usage of CCT software. Methods Semi-structured interviews were conducted with 16 rehabilitation professionals, familiar with a CCT software. The data were transcribed and followed by an independent iterative thematic analysis. Results Two major themes were identified: (1) facilitating factors and (2) difficulties related to use. The main obstacles were difficulties related to the computerized nature of the exercises, technology use, understanding the software and general learning difficulties. The main facilitators were the ecological and novel nature of the exercises, and the adaptability of the difficulty levels. Conclusion The complexity of the CCT presents challenges for its usage by rehabilitation professionals, which in turn can impede patient utilization as well. To address this issue and promote sustainable use of the software, providing instruction delivery to facilitate learning and understanding of the CCT is essential. Additionally, creating a standardized foundation that therapists can refer to for guidance may also aid in optimizing the software’s usage. It is recommended to utilize a model for CCT acceptability and acceptance in developing these solutions to enhance patient engagement.

Bullying of students who receive special education services for learning and behaviour difficulties in Norway

ABSTRACT In Norway 5.8% of students report being bullied as much as three or more times a month [UDIR. 2021a. Student Survey 2020 [Elevundersøkelsen 2020]. https://www.udir.no/tall-og-forskning/finn-forskning/rapporter/elevundersokelsen-2020–nasjonale-tall-formobbing-og-arbeidsro/]. The present study investigates the likelihood of students being bullied based on their special education status (i.e. receiving special educational services or not), and the type of learning or behaviour difficulties that are more likely to attract bullying. Data were collected about students aged nine to 15 (N = 2756) from 29 schools across two municipalities in Norway. Using conservative methodological approaches to control for possible covariate bias, our results reveal that the students receiving special education services were not more likely to be bullied than their peers not receiving such services. When focusing on the type of learning and behaviour difficulties students had, we found that students with behaviour and general learning difficulties were most likely to be bullied, while students with specific learning difficulties or hearing/vision difficulties were not more likely to be bullied as compared with their peers. Our findings indicate that there may be other factors impacting students' likelihood of being bullied, outside of their special education status. These findings offer an important contribution to the field of special education and bullying.

Academic Achievement in the light of the difference in Cognitive Holding power, academic procrastination and test Wiseness among male secondary school student in Jeddah

The objective of this research is to identify the attitudes of general education teachers and learning difficulties teachers towards participatory teaching at the Eastern Province elementary level schools in the Kingdom of Saudi Arabia. Also, the extent to which these attitudes differ according to gender, the number of experience years, and teacher specialization. The researcher adopted the descriptive approach and designed a questionnaire. The research sample consisted of (402) male and female teachers of general education teachers and learning difficulties teachers at elementary schools in the Eastern Province, which were chosen using the simple random approach. The results showed that there are high positive attitudes among general education teachers and learning difficulties teachers towards participatory teaching. Moreover, the results indicated that there are differences in the attitudes of males and females' teachers in favor of female teachers, and the results confirmed that there are no statistically significant differences to the following variables: years of experience and teacher specialization.The researcher made some recommendations based on the results of the research including encouraging the Ministry of Education to implement participatory teaching for the elementary level to alleviate the burden of the general education teacher. This enables the learning difficulties teacher to provide support to all pupils in the classroom; also, ensures that any pupil with learning difficulties receives education with his peers inside the regular classroom without being isolated in the resource room. For future studies, the researcher proposed to provide training programs for teachers on how to practice participatory teaching in regular classes.

Attitudes of General Education Teachers and Learning Difficulties Teachers Towards Participatory Teaching for Elementary School Pupils in The Eastern Province

The objective of this research is to identify the attitudes of general education teachers and learning difficulties teachers towards participatory teaching at the Eastern Province elementary level schools in the Kingdom of Saudi Arabia. Also, the extent to which these attitudes differ according to gender, the number of experience years, and teacher specialization. The researcher adopted the descriptive approach and designed a questionnaire. The research sample consisted of (402) male and female teachers of general education teachers and learning difficulties teachers at elementary schools in the Eastern Province, which were chosen using the simple random approach. The results showed that there are high positive attitudes among general education teachers and learning difficulties teachers towards participatory teaching. Moreover, the results indicated that there are differences in the attitudes of males and females' teachers in favor of female teachers, and the results confirmed that there are no statistically significant differences to the following variables: years of experience and teacher specialization.The researcher made some recommendations based on the results of the research including encouraging the Ministry of Education to implement participatory teaching for the elementary level to alleviate the burden of the general education teacher. This enables the learning difficulties teacher to provide support to all pupils in the classroom; also, ensures that any pupil with learning difficulties receives education with his peers inside the regular classroom without being isolated in the resource room. For future studies, the researcher proposed to provide training programs for teachers on how to practice participatory teaching in regular classes.

Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis

This article presents a meta-analysis on cognitive (e.g., academic performance) and psychosocial outcomes (e.g., self-concept, well-being) among students with general learning difficulties and their peers without learning difficulties in inclusive versus segregated educational settings. In total, we meta-analyzed k = 40 studies with 428 effect sizes and a total sample of N = 11,987 students. We found a significant small to medium positive effect for cognitive outcomes of students with general learning difficulties in inclusive versus segregated settings ( d = 0.35) and no effect on psychosocial outcomes ( d = 0.00). Students without general learning difficulties did not differ cognitively ( d = −0.14) or psychosocially ( d = 0.06) from their counterparts in segregated settings. We examined several moderators (e.g., design, diagnosis, type of outcome). We discuss possible selection effects as well as implications for future research and practice.

واقع ممارسة المعلمین للأنشطة اللامنهجیة کوسیلة للحد من التنمر على تلامیذ ذوی صعوبات التعلم The Reality of Teachers’ Practice Extracurricular Activities as a Means to Reduce Bullying of Students with Learning Disabilities

هدف البحث الحالي إلى التعرف على واقع ممارسة المعلمين للأنشطة اللامنهجية کوسيلة للحد من التنمر على تلاميذ ذوي صعوبات التعلم، ومعرفة مدى تأثير المتغيرات (الجنس – الخبرة – المؤهل) على ممارسة المعلمين للأنشطة اللامنهجية کوسيلة للحد من التنمر على تلاميذ صعوبات التعلم. ولتحقيق هدف البحث استخدمت الباحثة المنهج الوصفي التحليلي، وتکونت عينة الدراسة من ١٥٢ معلمة ومعلما بالتعليم العام ومعلمات صعوبات التعلم في المنطقة الشرقية، وتم اختيارهم بالطريقة العشوائية البسيطة. ولتحقيق هدف البحث –أيضا- تم استخدام استبانة من إعداد الباحثة. وقد أسفرت نتائج البحث الحالي عن موافقة أغلب أفراد العينة على استخدام الأنشطة اللامنهجية کوسيلة للحد من التنمر لذوي صعوبات التعلم، حيث أظهرت النتائج وجود فروق ذات دلالة إحصائية في واقع ممارسة المعلمين للأنشطة اللامنهجية کوسيلة للحد من التنمر على ذوي صعوبات التعلم تعزى لمتغير الجنس لصالح الإناث ووجود فروق ذات دلالة إحصائية في واقع ممارسة المعلمين للأنشطة اللامنهجية کوسيلة للحد من التنمر على ذوي صعوبات التعلم تعزى لمتغير الخبرة، وذلک لصالح المعلمين الأکثر خبرة. وکذلک وجود فروق ذات دلالة إحصائية في واقع ممارسة المعلمين للأنشطة اللامنهجية کوسيلة للحد من التنمر على ذوي صعوبات التعلم تعزى لمتغير المؤهل الدراسي لصالح المعلمين الحاصلين على دراسات عليا. ووفق النتائج توصي الباحثة بتوفير بيئة تعليمية آمنة تهتم بغرس القيم الأخلاقية التي تتماشى مع الإسلام لدى التلاميذ، والتعاون مع أولياء الأمور لأنشاء بيئة تعليمية تحفز حاجات التلاميذ وتنمي دافعيتهم من خلال ممارسة الأنشطة اللامنهجية، وتشجيع التلاميذ على استثمار مواهبهم وتنميتها، وتوعية التلاميذ بمدى خطورة سلوک التنمر وما هي أهم الأضرار التي يترکها هذا السلوک وطرق التعامل معه. The current research aimed to identify the reality of teachers’ practice extracurricular activities as a means to reduce bullying of students with learning disabilities, to know the extent of the influence of variables (gender - qualification - experience) on teachers' practice extracurricular activities as a means to reduce bullying for pupils with learning disabilities. To achieve the aim of the research, the researcher used the descriptive approach. The study sample consisted of 152 male and female teachers in general education and learning difficulties female teachers, who were selected by the simple random method. To achieve the objective of the research, a questionnaire prepared by the researcher was used, as the results of the current research resulted in most of the sample agreeing to use extracurricular activities as a means to reduce bullying people with learning disabilities, where the results showed statistically significant differences in the reality of teachers' practice extracurricular activities as a means to reduce bullying for those with learning difficulties attributable to the gender variable in favor of females, more experienced teachers, presence of statistically significant differences in the reality of teachers' practice extracurricular activities as a means to reduce bullying people with learning

Defining and understanding dyslexia: past, present and future

ABSTRACT Dyslexia is a difficulty in learning to decode (read aloud) and to spell. DSM5 classifies dyslexia as one form of neurodevelopmental disorder. Neurodevelopmental disorders are heritable, life-long conditions with early onset. For many years, research on dyslexia proceeded on the basis that it was a specific learning difficulty – specific meaning that the difficulty could not be explained in terms of obvious causes such as sensory problems or general learning difficulties (low IQ). However, the failure to find qualitative differences in reading, and phonological skills, between children with dyslexia and children with more general learning problems led this kind of ‘discrepancy’ definition to fall from favour. The Rose Review stated that dyslexia can occur across the IQ range and that poor decoding skills require the same kinds of intervention irrespective of IQ. In this paper, we argue that loosening the criteria for dyslexia has influenced common understanding of the condition and led to diagnostic confusion. In the longer term, the use of the term may need to change. Implications for research and practice are discussed.

Specific Mental Arithmetic Difficulties and General Arithmetic Learning Difficulties: The Role of Phonological Working Memory.

The aim of this paper was to examine the role of phonological working memory in specific mental arithmetic difficulties and general arithmetic learning difficulties (ALD; difficulties presenting in both mental arithmetic and written arithmetic). In Study 1, we categorized 53 sixth graders into a control group, a group with specific mental arithmetic difficulties, and a group with general ALD. The findings indicated the group with specific mental arithmetic difficulties performed significantly worse on the task involving phonological working memory than did the control group. However, a significant difference was not found between the group with general ALD and the control group. In Study 2 involving 54 sixth graders, we decreased the load of phonological working memory by changing the format of the problems from horizontal (more reliance on phonological codes) to vertical (more reliance on visual resources). We found that the group with specific mental arithmetic difficulties performed comparably to the control group. In other words, when the working memory load is reduced, they no longer lag significantly behind on mental arithmetic. However, the group with general ALD still performed significantly worse than the control group when the problems were presented vertically, indicating that reduced phonological working memory load did not alleviate their arithmetic difficulties. The findings in both studies suggested that poor phonological working memory might contribute to the underlying mechanism for specific mental arithmetic difficulties but not as much for general ALD.

A-50 A Comprehensive Neuropsychological Case Study of a Child with Perinatal Hyperbilirubinemia

Abstract Objective Neonatal jaundice (hyperbilirubinemia) remains present in 60% of births in the United States1. Current literature links hyperbilirubinemia with neurodevelopmental problems, particularly with attention deficit hyperactivity disorder (ADHD), general learning difficulties, and non-progressive developmental delays. Moderate elevations in bilirubin are also suggested to increase the risk for cognitive, perceptual, motor, and auditory disorders. Imaging studies have shown selective patterns of injury to specific brain regions associated with deficits in executive function, including impulse control and working memory as well as different subtypes of attention problems grounded in reward circuitry system dysfunction in children with bilirubin encephalopathy. Method Neuropsychological functioning of a 12-year old Hispanic female with a history of high levels of perinatal bilirubin, and subsequent developmental and cognitive difficulties in speech, learning, attention and memory as well as problems with socialization and anxiety is presented with the purpose of adding to existing literature. Comprehensive neuropsychiatric interview and neuropsychological testing was completed. Results Results revealed several areas of neurocognitive weaknesses with deficits in areas of intellectual functioning, learning (reading and mathematics), expressive language, visual memory, attention, and auditory processing. Emotional and behavioral measures evidenced significant deficits in social-emotional functioning, particularly with interpersonal skills, sense of adequacy, and self-reliance, which resulted in increased anxiety contributing to cognitive and academic deficits. Conclusions Neuropsychological profile was consistent with cognitive, academic, behavioral and emotional manifestations theoretically associated with neuropathological findings in hyperbilirubinemia. Furthermore, similar to existing literature, cognitive deficits were observed in the absence of a clear cause of neonatal jaundice following a full-term, uncomplicated pregnancy.

The academic and social profiles of pupils with attention deficit hyperactivity disorder and mild general learning disability in mainstream education in the Republic of Ireland

Several gaps exist in the standardised assessment of pupils with Special Educational Needs and Disabilities (SEND) in the Irish mainstream education context at the point of transition from primary to post‐primary school. These gaps may lead to a lack of adequate focus on the continuity of resources at this timepoint. The current study examined academic and social attainment in three cohorts of pupils in Ireland (Attention Deficit Hyperactivity Disorder, ADHD, N = 12; Mild General Learning Difficulties, MGLD, N = 12; and typically developing individuals, N = 11). Four standardised measures were used in a non‐experimental design to assess cognitive attainment (Wide Range Achievements Test 4, WRAT‐4), learning competency and self‐concept (Myself as a Learner Scale, MALS; the Burnett Self Scale, BSS), and perceived control (Multidimensional Measure of Children's Perception of Control scale, MMCPC) across the three groups prior to transition to post‐primary school. Results indicated that the typically developing pupils performed strongest on attainment followed by those with ADHD and MGLD. While the latter two groups were weaker on attainment, neither group perceived of themselves as weaker. The results are discussed within the context of formal assessment for pupils with SEND in mainstream education and how these diverse outcomes may have implications for policy.

Peer-Victimization of Young Children With Developmental and Behavioral Difficulties-A Population-Based Study.

The aim is to investigate if young children with developmental and behavioral difficulties (DBDs) have greater risk of peer-victimization compared with typically developing (TD) children. The sample was drawn from the Norwegian Mother and Child Cohort Study (MoBa). MoBa has collected population-based data on children's health and development for 114,500 children. We included children that were 5 years of age (n = 41,609). Multivariate logistic regression was used to estimate the effect of different DBDs and of co-occurring DBDs on peer-victimization compared with TD children. Categories of DBDs included autistic traits, emotional difficulties, behavioral difficulties, general learning difficulties, attention difficulties/impulsive behavior, motor development difficulties, language difficulties, and hearing and vision difficulties. Results were adjusted for socioeconomic status and the child's sex. Peer-victimization was 2.8% (933) among TD children, and 8.0% (615) among children with DBD. The highest risk of peer-victimization was found among children with autistic traits and children with five or more co-occurring DBDs (adjusted odds ratios [ORs] = 12.76; 95% confidence interval [CI] 8.64-18.84; p ≤ .001) and 17.37 (95% CI 12.15-24.82; p ≤ .001)], respectively. The lowest risk was found among children with hearing and vision difficulties and children with only one DBD [adjusted ORs = 1.98 (95% CI 1.71-2.29; p ≤ .001) and 1.95 (95% CI 1.70-2.22; p ≤ .001)]. Children with DBD have a substantially higher risk of peer-victimization compared with TD children. Peer-victimization varies with type of DBD and increases cumulatively by number of DBDs.

The Impact of Social Inclusion on the Social Development of Students with a General Learning Difficulty in Postprimary Education in Ireland

Over the past decade, there has been a societal push for social inclusion in Ireland for students with special educational needs (SEN). As a result, the number of dedicated special needs schools has dramatically decreased across the country as students with SEN enrol, instead, in mainstream schools. Dedicated SEN schools provided an environment in which students with a general learning difficulty (GLD) could develop at a pace suited to them. However, this developmental pace is different for GLD students in a mainstream school. This research explores the social development of students with a GLD in a mainstream school in postprimary education in Ireland. Informed by educational policies, both national and international, this research aims to find whether we are, as a society, inclusive of all educational needs in postprimary education, specifically students with GLD. The research question explicitly explores if students with a GLD have enhanced social development as a result of being part of a mainstream school setting. Employing a mixed methods case-study methodology, key emergent themes were observed and, overall, it was concluded that in a suitable environment, both physical and cultural, the social skills of students with a GLD can improve, primarily through increased social interaction with their peers.

Vulnerable Youth – Dependency or Independence? School Experiences, Transitions and Adaptation to and within Adult Life

This article examines the factors that influence the potential for independence among individuals experiencing special learning conditions in upper secondary school owing to psycho-social difficulties (PSDs) or general learning difficulties (general LDs). Using longitudinal data collected on 357 individuals from 1995/1996 through 2007, adaptation to adulthood is studied by the logistic regression analysis of two dependent variables – full-time employment and living situation. The situation of the students with PSDs and/or general LDs is compared with the situation of students with other types of difficulties. The results indicate that individuals with PSDs experience greater challenges in obtaining a job and a residence of their own. Having special educational support in schools, such as teaching assistants, seems to have a negative effect on achieving an independent life.

Poor Executive Functions among Children with Moderate-into-Severe Asthma: Evidence from WCST Performance.

Executive functions (EFs) measures of 27 asthmatic children, with general learning difficulties, were tested by using the Wisconsin card sorting test (WCST), and were compared to the performances of 30 non-asthmatic children with general learning difficulties. The results revealed that the asthmatic group has poor performance through all the WCST psychometric parameters and especially the perseverative errors one. The results were discussed in light of the postulation that poor EFs could be associated with the learning difficulties of asthmatic children. Neurophysiological framework has been suggested to explain the etiology of poor EFs among children with moderate into severe asthma.

بناء مقياس تشخيص التلاميذ ذوي صعوبات التعلم النمائية- دراسة ميدانية بولاية المسيلة – الجزائر

Abstract:This study addressed the issue of schooling psychology which is an attempt to provide assistance to social workers, psychologists, teachers, and even university professors on how to identify pupils suffering from learning disabilities, in general, and developmental learning difficulties in particular, by creating a diagnostic tool or measure that would contribute to improving the level of adequacy of diagnosis and evaluation; and to help social workers to achieve quality performance in detecting the symptoms of pupils’ behaviors.The study aimed to build a diagnostic measure to diagnose pupils with developmental learning difficulties of five types: attention, perception, memory, thinking, oral language. The study was conducted on a sample of 76 pupils from special education departments, because pupils with learning difficulties belong to groups of special needs. Results revealed that there is a need to adjust the psychometric properties of the measure, including validity and reliability so that it can be used to serve the purpose it was designed for.Keywords: Measure, diagnosis, developmental learning difficulties.

Contesting the recognition of Specific Learning Disabilities in educational policy: Intra- and inter-national insights

This paper analyses national and international inclusive educational policies to draw attention to the multiple ways in which different jurisdictions recognize, or inadequately recognize, students who possess specific learning disabilities (SLD). In making this argument, the paper analyses key international, national and state/provincial policies from the United States, Canada (Ontario), England, and Australia (Northern Territory, New South Wales). The research reveals the extent to which different jurisdictions elide the category ‘students with learning disabilities’ (in its various guises) with ‘students with general learning difficulties’ (GLD) (or its various iterations). The paper argues such an elision is detrimental to students who have specific learning disabilities, and recommends avoiding the conflation of their needs within the much broader paradigm of ‘learning difficulties’. Reformed policies are a vital part of the broader contextual conditions necessary for changed practices. In delineating the nature of key policies within and across state/provincial, national and international settings, the paper also provides insights and examples of more productive practices as a path for change.

Exploring parent and youth perspectives of the influence of concussion on school, sport and life: a qualitative study

ObjectiveThe purpose of this qualitative study was to describe the perceived impact of sports-related concussion by youth and their parents on home, school and sport functioning.DesignSemi-structured interviews were used to...

Expressive drawing ability in children with autism

The autistic impairments in emotional and social competence, imagination and generating ideas predict qualitative differences in expressive drawings by children with autism beyond that accounted by any general learning difficulties. In a sample of 60 5-19-year-olds, happy and sad drawings were requested from 15 participants with non-savant autism and compared with those drawn by three control groups matched on either degree of learning difficulty (MLD), mental age (MA) or chronological age (CA). All drawings were rated by two artists on a 7-point quality of expression scale. Contrary to our predictions, the drawings from the autistic group were rated similar to those of the MA and MLD groups. Analysis of the people and social content of the drawings revealed that although children with autism did not draw fewer people, they did draw more immature forms than mental age controls. Furthermore, there was tentative evidence that fewer social scenes were produced by the autism sample. We conclude that the overall merit of expressive drawing in autism is commensurate with their general learning difficulties, but the social/emotional impairment in autism affects their drawings of people and social scenes.