Learning Difficulties In School Research Articles

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and development policies is urgently needed to facilitate coordination between sectors, with a view to overcoming outdated pedagogical and health models.

Academic Strategies and Behavioral Management Interventions for Children with Attention Deficit Hyperactive Disorder (ADHD). A Survey of Literature.

Globally ADHD affects between 5 to 12 % of school going children (APA, 2013), with 9 to 80% of those children having learning difficulties in school (Ghahramani et al., 2016, Birrah et al.,2018). Yet it is recommended that behavioral therapy is the first line of treatment for children with ADHD (APA 2013, CHAD 2021). From this perspective, strategies for academic and behavioral management interventions are very critical especially to the teacher and parent/caregiver. The major purpose of this review article was to identify, explore and review studies that came up and implemented strategies for academic and behavioral management interventions to address challenges of children with ADHD.A literature search was conducted to identify studies on the topic of ADHD interventions and particularly those with findings on academic and behavioral management intervention strategies, conducted in the period between 2000 to 2022 and written in English were considered, a total of 40 studies met the criterion for inclusion and only (16) sixteen of those were reviewed. The findings of the review implicated that the interventions strategies that targeted both the teacher and the parent such as task modifications, get organized and physical classroom accommodation strategies (peer tutoring, physical structure adjustments) all had a significant impact on the behaviors of children with ADHD both at school and home. However, most of those children studied were taking medication for ADHD and these studies were done on smaller samples for shorter duration, therefore it is imperative that, the ADHD interventions strategies should be implemented for a longer period also on a larger sample.

Research on Social Development Characteristics of Children with Learning Difficulties and Corresponding Educational Strategies

With the rise of social information processing psychology, people begin to understand the social development of children with learning difficulties with the possible obstacles in the process of social information processing. There are many factors leading to children's learning difficulties. In addition to neuropsychology, cognitive psychology, social development and mental health characteristics, there are also their own physical quality and the influence of school and family. Educators should promote their cognitive development and correct their social development on the basis of improving their health level. Based on the systematic analysis of the characteristics of neuropsychology, cognitive psychology, social development and mental health of children with learning difficulties, this paper puts forward the educational countermeasures of training learning strategies, attribution strategies and cognitive monitoring strategies for children with learning difficulties. By studying and analyzing the social psychological characteristics of children with learning difficulties, this paper tries to understand the psychological status of children with learning difficulties in school at present. This paper tries to explain how to provide suitable education for children with different learning difficulties according to their social characteristics, so that they can get out of the predicament and face life optimistically.

Exploring the educational experiences of children and young people adopted from care: Using the voices of children and parents to inform practice

National monitoring data and research suggest that British adopted children achieve poorer educational outcomes and experience higher levels of emotional, social and learning difficulties in school, compared to the general population. However, few studies have elicited the perspectives of adopted children and adoptive parents in relation to school experiences. The current study used a qualitative design to explore the lived educational experiences of adopted children through semi-structured interviews with 11 secondary-aged adoptees and a focus group with six adopters. Thematic analysis identified five themes within the narratives of the adoptees and adopters: inner turmoil; social disconnection; unsupportive school contexts; relational repair; and misperceptions and prejudice. These findings were presented to 20 Designated Teachers (DTs) within a workshop to explore how the experiences of the adoptees and adopters can be used to inform their role. Three themes were found, which illustrate broad implications for DTs’ practice with adopted children and adoptive parents in schools: raising awareness; developing relationships; and supporting emotional needs. Key implications for schools, post-adoption support services and policymakers are discussed.

Behavioral disorder masks learning disability

The study aimed to identify behavioral and academic disorders' manifestations for students with learning difficulties for the elementary stage in Jerusalem, Israel, from the teacher's perspective. The researcher used the descriptive approach appropriately for the purposes and objectives of the study and data. They gathered the data using the first questionnaire consisting of (78)paragraphs and the second questionnaire consisting of (41) sections on the study sample from teachers with learning difficulties in Jerusalem schools. The data were used in the statistical program SPSS to receive results. The responses were moderately mean in each field: behavioral and academic disorder difficulties 3.6859, 0.8431. The results showed no statistical differences at the significance level (α>0.05) in behavioral disorder manifestations. The Academy is for students with learning difficulties in schools in the Jerusalem area for the elementary stage from the teacher's perspective due to gender, age, and several years of experience teaching. The study made recommendations for proper diversification of special education services for students who have learning difficulties and provide an appropriate learning environment.

Nationwide questionnaire data of 229 Williams-Beuren syndrome patients using WhatsApp tool.

Williams-Beuren syndrome is a multisystemic disorder caused by a microdeletion of the 7q11.23 region. Although familial cases with autosomal dominant inheritance have been reported, the vast majority are sporadic. To investigate the main complaints and clinical findings of patients with Williams-Beuren syndrome. A total of 757 parents of patients registered in the Brazilian Association of Williams-Beuren Syndrome (ABSW) received a questionnaire via WhatsApp from March to July 2017. In total, 229 parents answered the survey. Age of diagnosis ranged from 2 days to 34 years (median: 3 years). The main clinical findings reported by the parents were abdominal colic (83.3%), failure to thrive (71.5%), feeding difficulty in the first year (68.9%), otitis (56.6%), urinary tract infections (31.9%), precocious puberty (27.1%) and scoliosis (15.9%). Cardiac defects were present in 66% of patients, and the most frequent defect was supravalvular aortic stenosis (36%). Arterial hypertension was reported in 23%. Hypercalcemia was reported in 10.5% of patients, mainly during the first year of life. Hyperacusis and hypersociability were common complaints (both present in 89%). Other behavioral and neuropsychiatric symptoms reported by the parents included attention deficit (89%), anger crises (83%), excessive fear (66%), depression (64%), anxiety (67%) and hypersexuality (33%). The most common complaints were hypersensitivity to sounds, talkative personality, emotional dependence and learning difficulties. In 98.3%, the parents denied family history. Williams-Beuren syndrome requires close follow-up with different medical specialties due to their variable clinical comorbidities, including language and school learning difficulties, behavioral and psychiatric problems.

Executive Functions, Pragmatic Skills, and Mental Health in Children With Congenital Cytomegalovirus (CMV) Infection With Cochlear Implants: A Pilot Study

Congenital cytomegalovirus (cCMV) infection is the most common cause of progressive hearing impairment. In our previous study around 90% of children with a cCMV infection and CI had severely damaged balance functions (Karltorp et al., 2014). Around 20% had vision impairment, 15% were diagnosed with Autism-Spectrum-Disorder, and 20% with ADHD. One clinical observation was that children with cCMV infection had problems with executive functioning (EF), while controls with a genetic cause of deafness (Connexin 26 mutations; Cx26) did not have similar difficulties. A follow-up study was therefore initiated with the main objective to examine EF and pragmatic skills in relation to mental health in children with a cCMV infection and to draw a comparison with matched controls with Cx26 mutations (age, sex, hearing, non-verbal cognitive ability, vocabulary, and socioeconomic status level). Ten children with a cCMV infection and CI (4.8–12:9 years) and seven children with CI (4:8–12:8 years) participated in the study, which had a multidisciplinary approach. Executive functioning was assessed both with formal tests targeting working memory and attention, parent and teacher questionnaires, and a systematic observation by a blinded psychologist during one test situation. Pragmatics and mental health were investigated with parent and teacher reports. In addition, the early language outcome was considered in non-parametric correlation analyses examining the possible relationships between later EF skills, pragmatics, and mental health. Children with cCMV had a statistically significant worse pragmatic outcome and phonological working memory than controls despite their groups having similar non-verbal cognitive ability and vocabulary. However, there were no statistical differences between the groups regarding their EF skills in everyday settings and mental health. There were associations between early language outcomes and later EF skills and pragmatics in the whole sample.Conclusion: Children with a cCMV infection are at risk of developing learning difficulties in school due to difficulties with phonological working memory and pragmatic skills in social interactions.

School belonging among young adolescents with SEMH and MLD: the link with their social relations and school inclusivity

ABSTRACT Despite the considerable institutional changes schools have made to accommodate the individual needs of pupils with special educational needs and disabilities (SEND), as underpinned by key principles of inclusion, there is still international concern about the mainstream experiences pupils with SEND have in school settings. This study helps us understand the schooling experiences of pupils with behavioural difficulties and learning difficulties by investigating whether they have a sense of belonging and positive social relations and whether these vary according to the level of inclusiveness of the school ethos at the institution they attend. Perceived social relations and feelings of belonging of 1,440 (282 SEND) young adolescents from three secondary mainstream settings that differ in inclusivity, were analysed using a self-reporting questionnaire. Findings demonstrated that pupils with SEND are not a homogeneous group, as pupils with behavioural difficulties were found to have less of a sense of belonging, and social relations than those with learning difficulties. It was also found that the sense of belonging of both groups is associated with their positive perceived relations with teachers and their inclusiveness of school ethos. These findings contribute as they offer ways of enhancing the sense of belonging of pupils with behavioural and learning difficulties in schools.

A dimensão subjetiva da queixa de dificuldades de aprendizagem escolar

Resumo Este artigo objetiva contribuir para a compreensão da complexidade dos processos de ensino e aprendizagem no que se refere à queixa de dificuldades de aprendizagem escolar, entendo-a em sua dimensão subjetiva. A pesquisa foi orientada pela Epistemologia Qualitativa e pela Teoria da Subjetividade de González Rey, ambas apoiadas na abordagem histórico-cultural. As atividades de produção das informações foram realizadas em uma escola pública do Distrito Federal, com duas professoras. Destacamos como contribuição da pesquisa que as configurações subjetivas perpassam processos de produções de sentidos que podem fundamentar concepções de ensino, desenvolvimento e aprendizagem, como também orientam ações e relações pedagógicas.

Failures in school of the pupils of early school education and the perception of school experiences of their parents

This article concerns selected aspects of school functioning and school learning difficulties for early childhood education students in perception of their parents and their retrospective evaluation of their own experiences from that period. The study was conducted among 99 parents using a questionnaire. The purpose of the analyzes was to compare the features of parents and their children, analyze the specificities of school difficulties and the conditions of abnormal behaviours, as well as the attitudes of children and parents towards school. Studies have confirmed the importance of generational transmission when we take into account the specificities of school behaviour and learning disabilities.

Сензитивные периоды и патология развития психических функций у детей с судорожными пароксизмами в анамнезе

The paper describes the results of a psychological research of specificities of psychological functions development among children with paroxysms depending on their age and the duration of a disease. Fifty-four children aged 6—8 years old and their parents participated in the study. Clinical biography and experimental-psychological methods were used in the study (methods of neuropsychological research of higher psychic functions among children, Tsvetkova, 2002)), a diagnostic complex (“Prognostic and prevention of learning difficulties in school; Yasukova, 2002). The results showed that an early development of paroxysms is coupled with difficulties in auditory perception, short term memory, visual linear thinking and motor functions difficulties. The prolongation of paroxysms in preschool year-old children is coupled with a developmental pathology of kinesthetic praxis, as well as language and thinking, linked to language. It is hypothesized that developmental difficulties in children with paroxysms are related to the specificities of their impairments, as well as the sensitive periods of psychological functions.

Autosomal recessive cerebellar ataxia caused by a homozygous mutation inPMPCA

Sir, Recently, Jobling et al. (2015) reported the identification of mutations in PMPCA in 17 patients from four families affected with autosomal recessive non-progressive cerebellar ataxia. A homozygous missense mutation in PMPCA (c.1129G>A, p.Ala377Thr) was uncovered in three families of Christian Lebanese Maronite origin, while compound heterozygous mutations (c.287C>T, p.Ser96Leu; c.1543G>A, p.Gly515Arg) were identified in a French patient (Jobling et al. , 2015). PMPCA encodes the alpha subunit of the mitochondrial processing peptidase (MPP), which cleaves the targeting peptide of nuclear-encoded mitochondrial precursor proteins upon their import into mitochondria (Teixeira and Glaser, 2013). Jobling et al. (2015) showed compelling evidence for the causality of PMPCA variants. First, they demonstrated co-segregation of the variants with the disease among the four families, including a large consanguineous family of 32 individuals. Moreover, they observed decreased levels of MPPα in lymphoblasts from two affected members compared to heterozygote carriers and healthy controls. Interestingly, they also showed impaired processing of frataxin (FXN), a mitochondrial protein that is a known substrate of MPP (Cavadini et al. , 2000; Schmucker et al. , 2008). The paper by Jobling et al. (2015) is the first to associate defects in PMPCA with a human disease, which suggests a new mechanism for the pathogenesis of non-progressive cerebellar ataxias. We wish to complement this study with our own identification of two brothers affected by a juvenile-onset recessive cerebellar ataxia caused by a homozygous mutation in PMPCA . These two patients were born of French Canadian parents who are distantly related (Fig. 1A). Considerable clinical variability was present between the two affected cases. Patient II.2 started developing impaired gait, dysarthria, dysmetria and mild distal atrophy during adolescence. He was diagnosed with a slowly progressive spinocerebellar ataxia. He did not have intellectual deficiency but had learning difficulties in school. Patient II.3 …

Integration of Children with Disabilities in Mainstream Schools in Albania

This study aims to highlight the inclusion of children with disabilities and learning difficulties in schools of basic education, providing quality education for them and reducing discrimination against these children. To realize these our work as teachers should focus on several areas: increasing the level of information and awareness of actors responsible for implementation of inclusive education for children with disabilities, to increase the skills and professional capacities of employees education etc. It is estimated that 1 in 10 children who are born or have a severe harm during their lifetime, which, if it is not taken care of, properly, the chances are his her development is blocked. If we add other components which operate during their life, it turns out that 20% of students during school time represent special needs. (“One school for all” EFA 2000, Nr.32, f.2, Bulletin published by UNESCO.) Our understanding of "disability" is based on the social model, which focuses on human rights and obstacles created by the environment including the behavior of society, culture, prejudice, myths and mistreatment. Also occupy an important place and state policies and applications their education and health system. In this context, inclusion is not just school integration of students with disabilities, but also the transformation of reforming all society. We believe that comprehensive school, as education center, has the potential that will serve as a reflection model for community transformation of the Albanian society in an inclusive society. DOI: 10.5901/mjss.2015.v6n3s1p276

Desenvolvimento da subjetividade: análise de histórias de superação das dificuldades de aprendizagem

Este artigo discute a subjetividade numa perspectiva sistêmica e processual, orientado pela Teoria da Subjetividade desenvolvida por González Rey, analisada na trajetória escolar de estudantes identificados com dificuldades de aprendizagem. Tem por objetivo analisar como ocorre o movimento da subjetividade no processo de superação das dificuldades de aprendizagem escolar. A pesquisa foi realizada com três estudantes dos anos iniciais do Ensino Fundamental, por meio de Estudo de Caso Múltiplo. Foram utilizados sistemas conversacionais, instrumentos apoiados em indutores escritos e indutores não escritos, momentos informais, análise documental e observações no ambiente escolar. Concluímos que a superação das dificuldades de aprendizagem pode se dar pelo reconhecimento do sujeito no estudante, pela vivência de condições favorecedoras à produção de sentidos subjetivos e pela reconfiguração de elementos da subjetividade do estudante. Essas reflexões deram sustentação para definirmos o desenvolvimento da subjetividade como mudanças subjetivas que impactam, ganham certa estabilidade e são capazes de desencadear outras mudanças, gerando novos níveis qualitativos de organização subjetiva.

Motor Intervention in Children with School Learning Difficulties

This study sought to evaluate motor development in children aged 6 to 11 years with learning difficulties and school characteristics of delayed motor development, before and after application of a motor intervention program. The sample consisted of 28 children with a mean age of 107.21 ± 16.56 months, who were evaluated by the Motor Development Scale and received motor intervention for 6 months, followed by reassessment. We observed a statistically significant difference between the average of the motor activity ratios in all areas of the evaluation and reevaluation. Also verified in the evaluation were the concentration ratios of children with motor activity greater than or equal to 80 and there was a revaluation increase in this concentration on re-evaluation, the areas with the greatest increase in concentration and significant differences being: Body Schema, Space and temporal Organization. In the overall evaluation of MDS, most children presented the classification of “low normal”. However, in the reassessment most have evolved into the “average normal”, only 4 of themremaining in the same classification. Therefore, in this study, children with learning disabilities also showed motor deficits and the intervention applied contributed to an increase in the motor ratios with consequent improvement in motor development. Besides psychopedagogical asistance, it is essential to reassess them and if necessary apply the intervention in the motor development of children with learning difficulties.

2. Fetal alcohol spectrum disorder: Epilepsy and neuropsychiatric disorders

The Fetal Alcohol Syndrome (FAS) is a congenital disorder due to prenatal exposure to alcohol, leading to a dysmorphic infant: microcephaly, developmental delay and often seizures. Many offspring at risk are non-dysmorphic, referred to as Fetal Alcohol Spectrum Disorder (FASD), including possible and probable FAS and FRND, requiring high diagnostic acumen. Aim A retrospective analysis of 400 cases of FAS, FASD and FRND revealed an unexpectedly high incidence of seizure disorder in 20%, including frequent epileptic seizures in 12% (Bell et al. ACER 2010). The current study examines a cohort for neuropsychiatric difficulties encountered in the management of these adolescents and adults ( N =10). Methods Only those subjects that came to medical attention and/or psychosocial intervention had detailed neuropsychiatric assessment. Hence there is a bias towards over-estimating the prevalence of neuropsychiatric difficulties. They were all examined by the same neuropsychiatrist (MGS), had EEG recorded with electrodes in the 10–20 system plus zygomatics, almost always with sleep: spontaneous, after sleep-deprivation or overnight polysomnographic recording with video-EEG in a sleep lab. All EEGs were read blind by the same board-certified clinical neurophysiologist (PAH). Representative subjects are reviewed. Results In addition to a high prevalence of seizure disorder (approximately 10 times normal), recurrent afebrile unprovoked seizures (epileptic) were found in 12% of the study cohort (>10×normal), requiring long-term follow-up and treatment with AEDs appropriate for the seizure types: CBZ, OxCBZ, VPA, LMT or TPM. Breakthrough seizures require (BZDs) benzodiazepines for acute management, loading doses of PHT and/or PB for status epilepticus. Neuropsychiatric issues included attention deficit +/− hyperactivity, mood instability, dysprosody and depression, often responding to the same AEDs as above, plus SSRI or antipsychotics. The adolescents experienced learning difficulties in school and/or at work, requiring cognitive behavior therapy, speech therapy and possibly EEG biofeedback. Conclusion The FASD is associated with increased seizure risk, learning disorder, neuropsychiatric difficulties that require further intervention. Whether these are due to developmental cerebral dysgenesis, neurotoxicity of ethanol or metabolites in utero, or sequelae of postnatal traumatic brain injuries, vitamin deficiency or a disorder in brain metabolism as a result of epigenetic response to a hostile neural environment, remains to be determined in future studies.

Responding to the needs of children with HIV and learning difficulties in school

School nurses can play an important role in ensuring that the holistic needs of children and young people with HIV are met. This article, the second in a series of articles on HIV in children and young people, looks at the impact of HIV on cognitive impairment and provides an overview of the needs of children with HIV and learning difficulties in school.

Estudio epidemiológico clínico sobre la morbilidad de una muestra de niños con antecedentes de prematuridad

This paper presents an epidemiological study based on a clinical sample with prematurity antecedents that was diagnosed and received treatment in a private psychology center in Madrid between December 1997 and December 2010. The study sample is 97 subjects (63 male and 32 female) between 2 and 15 years of age. The main objective of the present study is to describe the morbidity in a sample of children born preterm of different ages. Data were obtained from the medical history record. The diagnoses were analyzed and described using frequencies, percentages and contingency tables. Results revealed that most of the children showed communication and learning disabilities. A long-term follow-up of children born preterm is needed, to assess and control their development in different areas. It is suggested that the early identification and intervention on the difficulties of this at at-risk population can reduce the presence of behavior and school-learning difficulties later in life.

Avaliação do desenvolvimento motor de crianças com dificuldades de aprendizagem DOI:10.5007/1980-0037.2010v12n1p36

The aim of this study was to determine whether children with learning disabilities present any impairment in the components of motor development. Thirty children (21 boys and 9 girls), aged 8 to 10 years, with learning difficulties in school were studied. The Motor Development Scale was used to evaluate the development of the children in terms of fine motor control, gross motor control, balance, body scheme, spatial organization, and temporal organization. A deficit in the development of the body scheme component was observed for all three age groups, as well as a delayed motor development in terms of balance and gross motor control. No significant differences in general motor age were observed between (age) groups. In conclusion, the children studied, especially older ones, presented motor deficits in most of the components evaluated. The inclusion of tasks that assist in the development of motor components, in addition to regular school tasks, is recommended to improve the process of learning in these children..

Programme expérimental de développement de compétences auprès de parents qui éprouvent des difficultés à lire et à écrire, dans des situations d’éveil au monde de l’écrit chez leurs enfants d’âge préscolaire

Statistics show that 900,000 people in Quebec have reading and writing difficulties. There is a connection between learning difficulties in school and illiteracy. These concern reading in particular, and since reading is the basis of learning in all school subjects, it is therefore essential that the child develops reading abilities early during the primary school years. Knowledge about writing is first learned at a young age within the family. However, parents who themselves have problems with writing feel they are unable to support their children’s development and admit their need for help. The research objectives were to experiment and to evaluate a programme designed to improve the parents’ abilities at awakening their children to the written word. In light of the evidence of the parents’ progress and of their new skills acquired during this experiment, this programme appears to have significant potential for parental skill development.