Learning Difficulties In Children Research Articles

Exploring the Views, Perspectives, and Current Practices of Educational Speech-Language Pathologists and Psychologists in Canada: How Childhood Developmental Language Disorders Are Identified and Diagnosed.

Across Canada, speech-language pathologists (SLPs) and educational psychologists (EPs) work in schools to identify and diagnose childhood learning difficulties, including language disorders; however, both professional groups use different terms to identify and diagnose them. Using the term developmental language disorder (DLD), developed by the CATALISE consortium, would provide consistency across fields. To effectively implement the use of DLD, it is crucial to understand how EPs and SLPs currently identify childhood language disorders and to investigate the potential impact of a practice change in this area. The study conducted 13 moderated focus groups and one one-on-one semistructured interview across six Canadian provinces in English and French. We found some social and structural barriers that impact SLPs' and EPs' current practice of identifying and diagnosing language disorders generally (e.g., the belief that children should not be labeled "too early," institutions that prioritize certain professional diagnoses over others, board policies that do not allocate funds for language disorders, professionals' reticence to convey difficult information such as a diagnosis to collaborators) and DLD specifically (e.g., different professional taxonomies, lack of familiarity with or uncertainty about the label, not recognized as a condition in schools that may or may not even identify language disorder as a category of exceptionality). Nevertheless, the focus groups also revealed the extent to which DLD could be useful in their current practice. Both EPs and SLPs acknowledged the importance of working together; therefore, DLD could inspire more collaborative practice between SLPs and EPs around language disorders.

ANALYSIS OF STUDENTS' LEARNING DIFFICULTIES IN SCIENCE LEARNING IN SMP NEGERI 2 PENDOPO

In the learning process, learning difficulties are a condition of students in receiving lessons that will cause an obstacle in a person's learning process. learning difficulties in children can be seen in the classroom learning process, so this needs to be a major concern in the child's future self-development. The population in this study were all students of class IX SMP Negeri 2 Pendopo. The method used in this research is descriptive qualitative method. This method describes the data obtained through observation of data from the school. From the results of the study most students have difficulty in learning to study science in class. Even some students experience a long delay in the learning process. This is characterized by the inability of students to follow class learning in science learning. Data analysis obtained data that the lowest questionnaire value is in the realm of score 65, namely learning difficulties are at a high level of learning difficulty, then the questionnaire value is in the realm of score 71, namely learning difficulties are at a moderate level, and for the highest questionnaire value is in the realm of score 88, namely the level of learning difficulty is low. Learning difficulties in class IX students of SMP Negeri 2 Pendopo are obtained from many factors both internally which include physiological and external factors which include the social environment.

Antipsychotic use during pregnancy and risk of specific neurodevelopmental disorders and learning difficulties in children: a multinational cohort study

Antipsychotics are commonly prescribed to treat a range of psychiatric conditions in women of reproductive age and during pregnancy, including schizophrenia, bipolar disorder, anxiety, depression, autism spectrum disorder, and insomnia. This study aimed to evaluate whether children exposed to antipsychotic medication prenatally are at increased risk of specific neurodevelopmental disorders and learning difficulties. Our population-based cohort study used nationwide register data (1 January 2000-31 December 2020) on pregnant women diagnosed with a psychiatric disorder and their live-born singletons from Denmark, Finland, Iceland, Norway, and Sweden. Cox proportional hazard regression yielded propensity score-weighted hazard ratios (aHRs) and 95% confidence intervals (CIs) for risk of intellectual-, speech or language-, learning-developmental disorders, and a composite outcome of the listed disorders. We defined poor performance as scoring within the lowest quartile on national school tests in mathematics and language arts. We estimated propensity score-weighted risk ratios (aRRs) using Poisson regression. We analysed data from Denmark separately and pooled results using random effects meta-analysis. Among 213,302 children (median follow-up: 6.7 years), 11626 (5.5%) were exposed to antipsychotics prenatally. Adjusted risk estimates did not suggest an increased risk of neurodevelopmental disorders: aHR of 1.06 (95% CI 0.94-1.20) for the composite outcome, or for poor academic performance: aRR of 1.04 (95% CI 0.91-1.18) in mathematics, and of 1.00 (95% CI 0.87-1.15) in language arts. Results were generally consistent across individual medications, trimesters of exposure, sibling- and sensitivity analyses. The findings of this large multinational cohort study suggest there is little to no increased risk of child neurodevelopmental disorders or learning difficulties after prenatal exposure to antipsychotics. Our findings can assist clinicians and women managing mental illness during pregnancy. This study was funded by the NordForsk Nordic Program on Health and Welfare (Nordic Pregnancy Drug Safety Studies, project No. 83539), by the Research Council of Norway (International Pregnancy Drug Safety Studies, project No. 273366) and by the Research Council of Norway through its Centres of Excellence funding scheme (project No. 262700), and UNSW Scientia Programme Awards (PS46019, PS46019-A).

Learning difficulties in school children: health and education professionals' perceptions.

to understand health and education professionals' perceptions regarding children's learning difficulties in public schools. qualitative research, of the participatory action type, linked to Paulo Freire's Research Itinerary. Forty-five professionals participated, through interviews and a Virtual Culture Circle. The analysis was developed through careful reading, reflection and interpretation of highlighted topics. professionals discussed the (in)visibility of learning difficulties, strategies and resources in the educational sector and the search for solutions in the health sector. It was found that the production of complaints related to school learning is attributed predominantly as an individual problem of children or their family, exempting the educational institution from this process. greater investment in professional training and development policies is urgently needed to facilitate coordination between sectors, with a view to overcoming outdated pedagogical and health models.

Okul Öncesi Dönemde Özel Öğrenme Güçlüğü Risk Durumlarının Çeşitli Değişkenler Açısından İncelenmesi

Children with specific learning difficulties are known to show risk indicators during the preschool period. In this sense, it is stated that preschool period is a critical period in early diagnosis and intervention of specific learning disabilities. However, it is seen that there are few studies on early diagnosis and intervention of specific learning disabilities in preschool period. Therefore, the aim of this research is determined as the examination of the risk situations of specific learning difficulties in the preschool period in terms of parent, teacher, and child-specific characteristics. This study is a mixed-methods research conducted on the assessment of the skills of preschool children as indicators of specific learning difficulties through different variables from the perspectives of the child, teacher, and parent. The study group of the research consists of 160 children receiving preschool education in the 2021-2022 academic year in the province of Mersin. In this study, the "Teacher Demographic Information Form," "Parent Demographic Information Form," and "Specific Learning Disability Screening Scale for 60-72-month-old children with specific learning difficulties" developed for this study, along with the "Observation Form," were used as data collection tools. In the research, the "Specific Learning Disability Screening Scale" was applied to 160 children, and these children were observed by the researchers. By comparing the scale and observation results in the research, the indicators of specific learning difficulties in children were evaluated, and it was determined that the children showed signs of a risk of specific learning difficulties. Additionally, in this study, it was found that the characteristics of the child, teacher, and parent have an impact on specific learning difficulties. Since preschool children cannot read and write, it is thought that observation, which is a planned and systematic technique, is important in identifying the risk signs of specific learning disabilities.

SITUATION OF CHILDREN FROM PLACEMENT CENTERS (CASE OF THE REPUBLIC OF MOLDOVA)

The article presents the analysis of some results regarding the research of the situation of children from placement centers based on the study carried out by the PRODOCS Association. A considerable part of the children in risk situations grow up and are educated in the 26 functional placement centers in the Republic of Moldova. The profile of the beneficiaries from placement centers consists of children with disabilities, children with traumas, abused, children with difficult behaviour, aged 4-18. The separation of the child from the family of origin, even if it is not functional, brings a series of negative emotional, cognitive, social, and physical consequences. The most relevant problems faced by children from placement centers are: lack of parental affection, learning difficulties, insufficiently developed social skills, limited vocational orientation, discrimination. The situation of children from 11 placement centers was analysed and studied by applying quantitative and qualitative research methods. Research results show that children lack developed social skills manifests through fits of anger, apathy or passivity, aggression, and dismissive attitudes. One of the conclusions is that the children's learning difficulties are not the result of mental retardation or sensory deficiencies, but are the result of the environmental and cultural factors.

Phenotypic manifestation of the neurophysiological level of regulation of visual perception in humans and methods of correction of its disorders

The phenotypic manifestation of the neurophysiological level of regulation of human visual perception has numerous forms. Dyslexia is a neurological disorder associated with a selective impairment of the ability to master reading and writing skills while maintaining overall learning ability. There are two priority approaches to studying the issue of dyslexia — phonological and visual approaches. This study considers visuospatial disorders, visual information planning disorders, scotopic sensitivity syndrome, features of visual gnosis, visuomotor disorders, and dyspraxia. At the age of 5–6, children begin to devel op the skills of writing and reading; for some, this process goes easily and the child does not experience difficulties in mastering these processes. Meanwhile, some children have difficulties in mastering reading and writing even at 8–9 years of age. The features of the brain mechanisms underlying the processes of reading and writing were studied using the EEG method and neurodiagnostics, and the most effective correction methods at the neurophysiological and pedagogical levels were recommended. The findings from these studies expand our understanding of how neurophysiological mechanisms influence learning difficulties in children with normal IQ levels. This has important implications for our ability to effectively correct and prevent such problems

Identifikasi Kesulitan Belajar pada Anak Berkebutuhan Khusus

In this world, there are individuals who are born and grow up to be normal children as in general and there are also individuals who are born with deficiencies in the form of abnormalities, both physically, mentally, and intellectually. As an Indonesian citizen, every individual has the right to a proper education, including those with disabilities. However, although the law has explicitly regulated equal rights and obligations for every citizen to access education, cases of discrimination in the field of education still often occur, especially against children with special needs. This is because there are still people who have negative assumptions about children with disabilities. However, children with disabilities are children with developmental disabilities, so they inevitably have more difficulty learning than other normal children. Therefore, this article aims to identify the learning difficulties experienced by children with disabilities, especially those with autism, Down syndrome and ADHD and how to handle them. This research uses qualitative methods with data collection techniques in the form of journal literature studies which are analyzed descriptively. Learning difficulties experienced by children due to developmental disorders, especially in children with autism, ADHD, and down syndrome basically have something in common. Namely, they are all usually slow or difficult in capturing or understanding something. So they need to be taught repeatedly until it becomes a habit to make the child understand. In addition, another similarity that causes them difficulty in learning is because they focus on things that interest them, so they cannot focus on learning. However, these obstacles do not prevent them from learning even though they often experience difficulties. Various things can be done to deal with learning difficulties in children with disabilities, especially in children with autism, ADHD and Down syndrome so that they can still get their rights and develop themselves to be better.

PERAN ORANG TUA DALAM MENINGKATKAN PRESTASI AKADEMIK ANAK: STUDI KUALITATIF TENTANG POLA ASUH DAN PEMBINAAN KELUARGA

This study aims to investigate the role of parents in improving children's academic achievement in Cimande Village. The family, as the smallest unit in society, has a significant responsibility in fostering a positive lifestyle for children, including resilience, strong personality traits, and a sense of responsibility. A qualitative approach was employed, utilizing interviews with parents of elementary school-level children in Cimande Village. Purposive sampling was used to select research participants, considering variations in parenting styles and family development. Thematic analysis was applied to analyze the collected data and identify emerging themes and patterns related to the role of parents in enhancing children's academic achievement. The findings indicate three key themes: the influence of good parenting practices and guidance on students' academic performance, the impact of parental attention to children's learning difficulties on their academic achievement, and the positive effect of active parental involvement in supporting their children's learning process. In conclusion, the research highlights the critical role of parents in enhancing children's academic achievement and their overall learning process. The family serves as an initial platform for laying the foundation and potential for children to comprehend essential concepts. The motivation and enthusiasm provided by parents have a positive impact on children's learning outcomes and foster their dedication to the learning process.

Mengidentifikasi Kesulitan Belajar Anak Usia 5-6 Tahun Di TK Negeri Fajar

This study aims to identify learning difficulties experienced by children aged 5-6 years at TK Negeri Fajar. The method used is qualitative, a research method with a case study approach. The data source consisted of one class teacher, and 2 children who had learning difficulties. Data collection techniques in this study were carried out through observation, interviews and documentation. The results of this study indicate different learning difficulties in children in the 5-6 year age group. For example, it is difficult to recall the information provided by the teacher in learning, it is difficult to recognize the shapes of letters and also interpret them, the forms of letters they write are sometimes illegible, it is difficult to arrange numbers in learning activities, and it is difficult to understand the concept of heavy and light and also simple directions such as left and right, up and down. All of these things are very influential in class learning activities. The role of schools in dealing with children who have learning difficulties is to take an approach that can also provide specific assignments, give responsibility and invite children to actively participate in learning.

Education for sustainable development in rural communities: Parents' perceptions of children's willingness‐to‐study and learning difficulties associated with school transport in Ukerewe Island, Tanzania

AbstractQuality education and school transport are prerequisites for children to achieve sustainable development goals (SDGs), but they are disproportionately inadequate in rural communities. This study explores 350 parents' perceptions of the willingness‐to‐study (WTS) and learning difficulties of schoolchildren in Ukerewe Island (Tanzania) based on the mode of transport. The study surveyed 17 rural islands to build structural equation models based on Health Belief Model. The results showed that schoolchildren in Ukerewe Island have learning difficulties caused by the quality of their mode of transport to and from school. The children's learning difficulties were positively associated with perceived severity, self‐efficacy, and vulnerability. The perceived benefits of canoe transport supported the WTS. However, WTS could not buffer learning difficulties. Interestingly, male and female caregivers differ regarding the perceived WTS and their children's learning difficulties. This study contributes mitigation measures relevant to education and transport planning toward realizing SDGs 3, 4, and 10.

PERAN ORANG TUA DALAM PEMBELAJARAN DARING PADA MASA PANDEMI COVID-19 DI DESA SUKA DAMAI KECAMATAN RIMBO ULU, KABUPATEN TEBO

The role of parents is very important in improving children's learning outcomes during the learning period (online). The purpose of this research is to find out the role of parents in online learning during the Covid-19 pandemic in Suka Damai Village, Rimbo Ulu District, Tebo Regency. The method used in this study is a qualitative method. The results of the study show that parents are involved in children's learning, provide stimulus in the form of reward and punishment to children, pay attention to children's conditions, pay attention to children's learning difficulties, provide learning facilities for children, find it difficult to share time because of busy parents, signal or network constraints, and people's economy incapacitated old man

Айтрекинг-исследование визуального внимания детей с нарушением слуха в ситуации обучения

<p>Potential mechanisms underlying atypical joint attention that impede effective learning are analyzed using the example of the consequences of hearing impairment. A sample of preschool children with hearing impairment after cochlear implantation (sensorineural hearing loss, ICD-10 class H90) was studied. For the study, an experimental situation was created that would allow tracing the learning difficulties in children with hearing impairments associated with the skills of joint attention. In the course of completing a training task jointly with an adult in children with hearing impairment, eye movements were recorded with a portable tracker in the form of Pupil Headset glasses. In the course of the study, it was possible to identify and visualize markers of oculomotor activity that impede their effective learning: distribution of visual attention over a wide area of the visual field, not in a focused mode; in the trajectory of eye movements and the position of fixations, there is a preference for non-social signals, non-target objects, difficulties in switching attention from one object to another. The main manifestation of joint attention deficit in preschoolers with hearing impairment is a decrease in the volume and time of stable maintenance of synchronicity of perception in the learning process. The parameters of oculomotor activity can serve as an indicator of the ability of a child with a hearing impairment to maintain attention to the sample form and a diagnostic indicator of the possible number of errors in the learning process. Such indicators are the duration and number of fixations. The role of multimodal means of maintaining visual attention to the sample in the process of teaching children with hearing impairment is shown. It was revealed that the attention of a child with hearing impairment to the face of an adult is part of the joint attention to the object, which improves the effectiveness of learning and is associated with a longer visual attention to the object (teaching pattern).</p>

Fetal Alcohol Spectrum Disorders and Social Work Practice in Australia: A Narrative Literature Review

ABSTRACT In Australia, it has been well documented that the leading preventable cause of nongenetic neurodevelopmental disability (NDD) is Fetal Alcohol Spectrum Disorder (FASD). This review explores literature informing Australian social work in the context of FASD. It highlights the need for increased social work research to inform evidence-based practice (EBP) in FASD diagnosis and management using the biopsychosocial-spiritual-cultural (BPSSC) framework. Social workers are often first to identify children's emotional, behavioural, and learning difficulties that may be a characteristic of FASD. Nonetheless, there is limited knowledge and understanding about how social workers in Australia address FASD. We argue that research about FASD and social work practice can improve social workers’ understanding of the BPSSC characteristics and management of FASD across the life course and contribute to EBP development in these areas in Australian social work. IMPLICATIONS Social workers have an emerging role in the holistic assessment, diagnosis, and management of FASD in Australia. Social workers are well placed in being first to recognise and identify an individual’s emotional, behavioural, sociocultural, and learning difficulties that are characteristics of FASD. Social workers can contribute to ongoing care in a tailored FASD management plan that links the caregivers to appropriate local community resources, service provision, and disability supports.

The Role of Environmental Chemicals in the Etiology of Learning Difficulties: A Novel Theoretical Framework.

Children from economically disadvantaged communities have a disproportionate risk of exposure to chemicals, social stress, and learning difficulties. Although animal models and epidemiologic studies link exposures and neurodevelopment, little focus has been paid to academic outcomes in environmental health studies. Similarly, in the educational literature, environmental chemical exposures are overlooked as potential etiologic factors in learning difficulties. We propose a theoretical framework for the etiology of learning difficulties that focuses on these understudied exogenous factors. We discuss findings from animal models and longitudinal, prospective birth cohort studies that support this theoretical framework. Studies reviewed point to the effects of prenatal exposure to polycyclic aromatic hydrocarbons on reading comprehension and math skills via effects on inhibitory control processes. Long term, this work will help close the achievement gap in the United States by identifying behavioral and neural pathways from prenatal exposures to learning difficulties in children from economically disadvantaged families.

Parents' Strategy in Overcoming Children's Learning Difficulties in Galeso Village, Wonomulyo District, Polewali Mandar Regency

Parents' Strategy in Overcoming Children's Learning Difficulties in Galeso Village, Wonomulyo District, Polewali Mandar Regency

The role of working parents in accompanying children in learning English during online classes

Parents have an essential role in the process and results of children's learning. This research was conducted to know the working parents' role in accompanying children to learn English in online classes. This research applied a descriptive qualitative method. The purposive sampling technique was used to select the research subjects. They are two working parents. Data collection used online semi-structured interview techniques using the WhatsApp application. Data reduction techniques, data presentation, and conclusions were used to analyze the data. The results show the role of working parents in accompanying their children to learn English online. Among them are supervising children's learning activities, providing motivation, providing learning facilities, and helping overcome children's learning difficulties.

MIRNA Adaptive 3D Game to assist children's Distance Learning Difficulties Design and Teachers Intention to use

The global transition from traditional classroom instruction to online learning has been hastened through COVID-19. Notwithstanding its benefits, students were unable to quickly adjust to the difficulties of change. This research offers MIRNA, an assistive 3D instructional tool for slow learners in primary school, mostly for Arabic, English, and Math topics, to address academic issues that develop with online education. The proposed tool can be fully integrated with remedial programs to assist students who struggled to adjust to distant learning during the pandemic, slow learners, or even those who are unable to attend school. This application categorizes students based on academic performance rather than age and automatically adjusts to their limitations. Additionally, MIRNA offers a simple interface that allows teachers to personalize it with their own content and game scenarios. We carried out an empirical investigation to assess teachers' intentions to use MIRNA as an online learning platform in the learning process. The findings of the study show that teachers’ attitude towards the game was positive, and they intended to use the game in the learning process in the future

Exploring the predictive properties of the Hayes Ability Screening Index subtest background information in identifying individuals with MBID among in-patients with SUD.

For individuals with substance use disorder (SUD), mild to borderline intellectual disability (MBID) goes undetected in treatment clinics. The Hayes Ability Screening Index (HASI) has been found to be a valid, time-saving screening instrument for MBID in SUD treatment. MBID can have significant implications for treatment planning and outcomes. Therefore, it is important to have methods for the early recognition of these comorbid conditions. Because of less sensitivity to recent or ongoing substance use, the HASI subtest background information may be particularly valuable as an early screening of MBID. The main aim was to investigate the convergent, predictive, and discriminant validity of the HASI subtest background information in identifying in-patients with SUD as MBID or non-MBID. Eighty-four in-patients with SUD aged 19-64 participated in this multicentre study. MBID was diagnosed according to the ICD-10 using WAIS-IV, Vineland II, and self-reported childhood learning difficulties. The main finding was that, among the HASI subtests, background information was the strongest predictor. A HASI background information cut between 6 and 7 showed a sensitivity of 78% and a specificity of 72%. The HASI subtest background information has acceptable convergent, predictive, and discriminant validity as a screening for MBID among in-patients in SUD treatment.

Many Faces of Mediation

Many Faces of Mediation