Learning Difficulties Research Articles

Students with dyslexia and bilingual students: teachers’ beliefs and attitudes on meeting their needs

ABSTRACT This study explores how teachers perceive the distinct educational needs of bilingual students and students with dyslexia in formal education. Bilingual students with a migrant background often face learning difficulties due to challenges in academic language skills. In the Greek context, it has been observed that teachers may misinterpret these difficulties as dyslexia, which results in bilingual students being expelled from mainstream classes and (mis)placed in specialised education classes intended for students with learning disorders. The current research investigates teachers’ awareness and understanding of this phenomenon, specifically focusing on the tendency to misidentify language-related challenges in bilingual students as dyslexia. The study reports on 123 secondary school teachers’ beliefs and attitudes regarding the relationship between bilingualism and dyslexia. Based on our findings, the teachers generally refer bilingual students with a migrant background to special education settings without proper substantiation because of their own inefficiency in handling bilingualism in the classroom. The findings suggest the necessity of reorienting relevant educational policies and offering adequate training to teachers on both bilingualism and dyslexia.

Exosomes-mediated delivery of miR-486-3p alleviates neuroinflammation via SIRT2-mediated inhibition of mitophagy after subarachnoid hemorrhage

BackgroundNeuroinflammation participates in the pathogenesis of subarachnoid haemorrhage (SAH); however, no effective treatments exist. MicroRNAs regulate several aspects of neuronal dysfunction. In a previous study, we found that exosomal miR-486-3p...

Challenges Faced by People with Learning Difficulties Two Years after the COVID-19 Outbreak

Abstract: Background: Learning difficulties are often accompanied by additional challenges in physical and mental health, as well as psychological, neurodevelopmental and medical conditions. In such a situation, crises such as the epidemic of COVID-19, which caused significant economic and social disparities can double the problems. To fully understand the wide-ranging impact of school closures, the transition to online education, and the recognition and support of mental health concerns, it is crucial that we carefully examine the lasting effects of the pandemic. Methods: The literature review played a crucial role in providing background information for this study. To gather academic literature, we extensively searched the PubMed and Scopus databases, including terms: “COVID-19” AND (“learning” OR “learning disorder” OR “learning disability”). From initially n = 173 studies only n = 64 studies remained for the literature review. Discussion: We present a comprehensive strategy to address the deleterious effects of Covid-19 on learning difficulties. The disparities faced by people with learning difficulties across different socio-economic groups increased after the pandemic. Individuals with learning difficulties often experience unique mental health challenges that require tailored support. Providing professional assistance is crucial to ensuring academic success for students with learning difficulties, as it allows us to fully consider the significant changes in education and tailor our support accordingly. This will empower them to surpass their obstacles and flourish in their efforts.

Ameliorating Effect of S-Allyl Cysteine (Black Garlic) on 6-OHDA Mediated Neurotoxicity in SH-SY5Y Cell Line

Therapeutic approaches based on isolated compounds derived from natural products are more common in preventing diseases involving inflammation and oxidative stress at present. S-allyl cysteine (SAC) is a promising garlic-derived organosulfur compound with many positive effects in cell models and living systems. SAC has biological activity in various fields, enclosing healing in learning and memory disorders, neurotrophic effects, and antioxidant activity. In this study, we purposed to identify the neuroprotective activity of SAC toward 6-OHDA-induced cell demise in the SH-SY5Ycell line. For this purpose, 6-OHDA-induced cytotoxicity, and biochemical, and gene expression changes were evaluated in SH-SY5Y cells. SH-SY5Y cells grown in cell culture were treated with SAC 24hours before and after 6-OHDA application. Then, cell viability, antioxidant parameters, and gene expressions were measured. Finally, immunofluorescence staining analysis was performed. Our results showed that SAC increased cell viability by 144% at 80µg/mL with pre-incubation (2hours). It was observed that antioxidant levels were significantly increased and oxidative stress marker levels were decreased in cells exposed to 6-OHDA after pre-treatment with SAC (p<0.05). SAC supplementation also suppressed the increase in pro-inflammation levels (TNF-α/IL1/IL8) caused by 6-OHDA (p < 0.05). While 8-OHdG and Nop10 expressions were observed at a mild level in SAC pretreatment depending on the dose, 8-OHdG, and Nop10 expressions were observed at a moderate level in SAC treatment after 6-OHDA application (p<0.05). Our findings demonstrate the positive effect of pretreatment with SAC on SH-SY5Y cells injured by 6-OHDA, suggesting that SAC may be beneficial for neuroprotection in regulating oxidative stress and neuronal survival in an in vitro model of Parkinson's disease.

116P Exploring neurobehavioral disorders in type 1 and presymptomatic patients with spinal muscular atrophy

116P Exploring neurobehavioral disorders in type 1 and presymptomatic patients with spinal muscular atrophy

World Englishes and L2 pedagogy: Focus on Error Corrections

This paper hopes to identify learning difficulties of students coming from a different variety of World Englishes (WE) in learning English as a second language (ESL) focusing on Hindi English. It examines the implications of Hindi English as a WE variety on language learning and teaching. An analysis of Hindi English (HE) in English language learning is provided to help understanding of multilingual realities of communication towards a contextualization of teaching conventions. For example, what is the stance an ESL instructor might assume while dealing with influences of native language in the English language classroom? How tolerant should instructors be in recognizing “error” in L2 learning? Should ESL teachers adhere to academic rules and conventions from other settings or embrace diverse accents and language needs of ESL students? Finally, the paper proposes a dual scheme of “error correction” and “accommodation” to the way English is taught to students in the outer and expanding circles of English. Following discussions that focus on features of spoken and written English that call for a different treatment of the language skills, and considering L1 interference in L2 learning, the paper suggests that “errors” in Writing need be corrected while “mistakes” in Speaking may be “accommodated”.

Refining criteria for a neurodevelopmental sub-phenotype of bipolar disorders: a FondaMental Advanced Centers of Expertise for Bipolar Disorders study

Bipolar disorder (BD) is a complex and heterogeneous psychiatric disorder. Neurodevelopmental factors were suggested to contribute to the etiology of BD, yet a specific neurodevelopmental phenotype of the disorder remains unidentified. Our objective was to define and characterize a neurodevelopmental phenotype (NDP) in BD and validate its associations with clinical outcomes, polygenic risk scores (PGS), and treatment responses. We analyzed the FACE-BD cohort of 4,468 BD patients, a validation cohort of 101 BD patients, and two independent replication datasets of 274 and 89 BD patients. Using factor analyses, we identified a set of criteria for defining NDP. We next developed a scoring system for NDP-load and assessed its association with prognosis, neurological soft signs, polygenic risk scores for neurodevelopmental disorders, and responses to treatment using multiple regressions, adjusted for age and sex with bootstrap replications. Our study established a NDP in BD consisting of nine clinical features: advanced paternal age, advanced maternal age, childhood maltreatment, attention deficit hyperactivity disorder (ADHD), early onset of BD, early onset of substance use disorders, early onset of anxiety disorders, early onset of eating disorders, specific learning disorders. Patients with higher NDP-load showed a worse prognosis and increased neurological soft signs. Notably, these individuals exhibited a poorer response to lithium treatment. Furthermore, a significant positive correlation was observed between the NDP-load and PGS for ADHD suggesting potential overlapping genetic factors or pathophysiological mechanisms between BD and ADHD. The proposed NDP constitutes a promising clinical tool for patient stratification in BD.

Supporting left-handed trainees in sinus and skull base surgery: A call for inclusive ergonomics.

The surgeon's hand dominance impacts ergonomics in endoscopic endonasal surgery. Left-handed trainees experience difficulty learning certain surgical techniques. OR adjustments optimize ergonomics for left-handed trainees without compromising others.

Multi-scale attention in attention neural network for single image deblurring

Image deblurring, which eliminates blurring artifacts to recover details from a given input image, represents an important task for the computer vision field. Recently, the attention mechanism with deep neural networks (DNN) demonstrates promising performance of image deblurring. However, they have difficulty learning complex blurry and sharp relationships through a balance of spatial detail and high-level contextualized information. Moreover, most existing attention-based DNN methods fail to selectively exploit the information from attention and non-attention branches. To address these challenges, we propose a new approach called Multi-Scale Attention in Attention (MSAiA) for image deblurring. MSAiA incorporates dynamic weight generation by leveraging the joint dependencies of channel and spatial information, allowing for adaptive changes to the weight values in attention and non-attention branches. In contrast to existing attention mechanisms that primarily consider channel or spatial dependencies and do not adequately utilize the information from attention and non-attention branches, our proposed AiA design combines channel-spatial attention. This attention mechanism effectively utilizes the dependencies between channel-spatial information to allocate weight values for attention and non-attention branches, enabling the full utilization of information from both branches. Consequently, the attention branch can more effectively incorporate useful information, while the non-attention branch avoids less useful information. Additionally, we employ a novel multi-scale neural network that aims to learn the relationships between blurring artifacts and the original sharp image by further exploiting multi-scale information. The experimental results prove that the proposed MSAiA achieves superior deblurring performance compared with the state-of-the-art methods.

Investigation of differences in a new electronic test to detect working memory deficits of students with and without learning difficulties of secondary school

The term "working memory" refers to our ability to retain and manipulate information in our minds for short periods. Recent research has linked its function to school performance, and it is strongly supported that deficits in working memory hinder the learning of some students, who are likely to face significant learning difficulties in both primary and secondary education. The purpose of this study is to investigate the differences in working memory functions of secondary school students with and without learning difficulties through the administration of a new electronic test developed for this purpose. A total of 262 secondary school students, 217 without learning difficulties and 45 with learning difficulties, who attended schools in Athens participated in the survey. The results showed that students with learning difficulties performed significantly worse on the tests than students without learning difficulties. The reliability and validity tests showed that the developed test is a valid and reliable tool.

CONTRIBUTION OF INCLUSIVE EDUCATION ON PERFORMANCE OF LEARNERS WITH LEARNING DIFFICULTIES IN PUBLIC PRIMARY SCHOOLS OF RWANDA A CASE OF KICUKIRO DISTRICT

Background: Inclusive Education is problematic in several countries including Rwanda and has been held back by a number of factors including negative attitudes towards people with disabilities. School administrators and teachers have not sufficient skills so that they can manage inclusive schools and it requires several and regular training to be equipped with necessary knowledge and get sensitized on how to introduce inclusive practices. The study examined the contribution of inclusive education on performance of learners with learning difficulties in Rwandan public primary schools especially in Kicukiro District. To examine the level of implementation of inclusive education to the performance of learners with learning difficulties in public primary schools, to assess the performance of learners with learning difficulties in public primary schools in general education, to establish the relationship between inclusive education and the performance of learners with learning difficulties in public primary schools. The target population of this research was 240 population, from which a sample size of 148 respondents chosen as the participants of the study were 70 parents of learners with disabilities from public primary schools selected 69 teachers, 6 head teachers and 3 sector educational inspectors of 3 sectors of Kicukiro District. Nine respondents (6 HTs and 3 SEIs) were sampled using a purposive sampling technique, while 148 respondents (69 teachers and 70 parents of learners with disabilities) were selected using a simple random sampling. Methods and Methodology: This study used a survey research design with questionnaires as instruments of data collection and guided interview. The SPSS version 2.0, Logical analysis and Microsoft Excel 2010 was used in description and interpretation of results via tables, chart and figures. The researcher provided recommendations and conclusions depending on the findings of the research. Results: The findings showed that the effort put in the implementation of inclusive education practices and their relationship between inclusive education and performance contributed to the learners achievement as 95% of teachers and 89% of the head teachers with SEIs, they assumed there was a close relationship between inclusive education and learners performance because one affected the other one. Conclusion: It is recommended to the ministry of education of Rwanda (MINEDUC), to include the contents and strategies that facilitate teaching and learning processes for learners with learning difficulties at all level of education. The further research should consider collecting data via observational methods, fieldwork, and classroom visits to check if the competencies that this study identified are indeed being applied in Rwandas classrooms.

Implementation of Inclusive Education Programs in Reading Practice for Low-Grade Slow Learners in Elementary Schools

Education is a fundamental entitlement granted to children, aimed at preparing forthcoming generations. However, it's imperative to acknowledge that not all children grasp education at the same pace, often referred to as slow learners. Additionally, the lack of specialized mentorship in primary schools exacerbates this issue. Therefore, it's crucial for teachers to employ effective strategies to address these challenges. This study seeks to outline the utilization of an approach method in supplementary reading sessions tailored for slow learners. Employing a descriptive qualitative research design, data was gathered through observations, in-depth interviews, and document analysis. The research, structured as an intrinsic case study, involved two class teachers and slow learner students in grades one and two at SDN Wiropaten. Data analysis comprised data reduction, display, and inference drawing, with data validity ensured through source and technique triangulation, along with crosschecking. Findings indicate the effectiveness of the approach method in catering to the needs of slow learner students in lower grades. Several programs and outcomes stemming from this approach were identified. Grade one initiatives encompassed building rapport with slow learners, fostering trust, facilitating social interaction, and implementing follow-up strategies. Grade two initiatives included assigning independent tasks, engaging in random student participation (such as alphabet memorization), word games, and guided reading exercises.

Tanulási zavarral küzdő tanulók érdemjegyei és tantárgyaik kedveltsége

In the study, based on the 2017 6th grade National Competence Measurement (NCM), we examine the average of the end-of-semester and end-of-the-year subject marks, as well as the diligence and behavior marks of children with learning disorder. In the research, we also discuss how children like different subjects depending on the existence of each learning disorders. In the research, we created seven categories (dyslexia, dysgraphia, dyscalculia, dyslexia-dysgraphia, dyslexia-dyscalculia, dysgraphia-dyscalculia, and all three together) depending on how much and what kind of learning disorder the child suffers from. Based on our results depending on the learning disorders, there is indeed a difference in the child's subject performance as well as in his/her liking of the subject, so treating the learning disorders themselves in this way in a uniform manner based on the above-mentioned is not necessarily lucky. In relation to subject preferences, the majority of children do not like those subjects in which the particular learning disorder causes problems for them.

An Analysis of the Relationships between Reading Abilities and Socio-emotional Behaviors of School-aged Children: The Mediation Effect of Pragmatic Language Abilities

Objectives: School-aged children with poor reading abilities face a variety of challenges in their lives. They may be at risk of having learning difficulties and behavioral or emotional problems in school. The purpose of this study is to analyze the relationships among reading abilities, pragmatic language abilities, and socio-emotional behaviors and the mediation effect of pragmatic language abilities in the relations between reading abilities and socio-emotional behaviors of school-aged children. Methods: The participants in this study are 124 elementary school children (from 2nd to 6th grade). To examine the relationships among reading abilities, pragmatic language abilities, and socio-emotional behaviors, correlations were used. To analyze the mediation effect of pragmatic language abilities in the relations between reading abilities and socio-emotional behaviors, SPSS PROCESS Macro (ver. 3.5) analysis method was used in Model 4. Results: The main findings of this study are as follows. First, reading abilities were significantly correlated with pragmatic language abilities and socio-emotional behaviors. Also, the pragmatic language abilities were significantly correlated with socio-emotional behaviors. Second, pragmatic language abilities mediated the relations between reading abilities and socio-emotional behaviors (emotional difficulties and strengths). Conclusion: The significance of this study lies in verifying that reading abilities and pragmatic language abilities play an important role in alleviating socio-emotional problems and in increasing emotional strengths. These results can be used as important basic data for reading and practical language intervention to reduce emotional difficulties and to increase emotional strengths.

Analisis Kesulitan Belajar Matematika Dalam Menyelesaikan Soal Materi Operasi Hitung Pecahan Pada Siswa Kelas V SD Negeri Morkepek

The purpose of this study was to determine the difficulty of learning mathematics and the factors that cause mathematics learning difficulties in solving problems of fraction counting operation material in fifth grade students of SD Negeri Morkepek. This research uses a method with a descriptive qualitative approach. This research uses data collection techniques with interview techniques and documentation. The results of this study are 1). Math learning difficulties in using facts, namely students have difficulty in translating fraction story problems into a form of solution according to symbols or fraction numbers correctly. 2). Math learning difficulties in using concepts, namely students are unable to master the prerequisite concepts of fraction calculation operation material regarding determining the KPK. 3). Difficulty in using principles, namely students have difficulty in connecting the concept of fractions into the right calculation relation. 4). Difficulty in using skills, namely students are unable to complete the problem solving according to the fraction calculation procedure.

A REVIEW OF STUDIES ON ADULT SECOND LANGUAGE ACQUISITION WITHIN THE FRAMEWORK OF GENERATIVE LINGUISTICS

Despite broad acceptance of the importance of English language in academic and professional contexts in Malaysia, a continuing difficulty persists even at the university level. Malaysians' proficiency levels remain below the intended benchmark, and a variety of reasons, ranging from motivation to familial effects, contribute to this problem. While external factors have been recognized, the learning process remains slow and difficult. This necessitates a research of intrinsic factors, notably those related to the language faculty, in order to understand the underlying reasons that have influenced second language learning. Surprisingly, research on intrinsic variables influencing second language learning difficulty are few in Malaysia, particularly among adults. This literature review seeks to address this gap by providing insights into potential studies focusing on internal factors and emphasizing adults as a critical demographic in understanding and addressing these challenges.

Mathematics Learning Model for Children with Dyscalculia through Special Intervention

This research aimed to formulate a model of mathematical learning difficulties for children with dyscalculia to help children with dyscalculia overcome mathematics problems at school. This research is important to carry out considering that dyscalculia is a serious problem experienced by many students throughout the world. The SDTA model was built by analogizing the STIR model to non-communicable diseases. In this study, of 1247 students who conducted a series of tests (screening tests), there were 121 students, or 9.7% were initially identified as having dyscalculia. Furthermore, observations were carried out and confirmation was carried out with parents and teachers so that 119 students tested positive for dyscalculia. The research results showed that after intervention through treatment by the teacher, dyscalculia students experienced a very drastic decrease, especially in the material on recognizing and ordering numbers. Likewise, the results of model simulations on multiplication operation material illustrated the decline in students with dyscalculia. Specifically for division operations, the treatment process took relatively longer. Therefore, the simulation results in the SDTA model reflected students who are identified as having dyscalculia, along with planned intervention/ treatment, students could pass through the mathematics learning phase successfully.

Storytelling: recontextualizing language in literacy for student learning

The article discusses the recontextualization of language, through storytelling, in literacy to overcome student learning difficulties, based on teacher training. The aim is to identify relevant aspects in storytelling that enhance the learning of students in the process of literacy. Thus, we established a dialogue between different perspectives on literacy to recontextualize written language. The case study included the application of pre- and post-tests to 3rd grade students in the Canoas/RS municipal school system, training for the teachers of these students and pedagogical practices. Based on the data analyzed quantitatively, we found that storytelling makes it possible to explore and construct different situations, contextualizing written language in the expression of meanings and the construction of hypotheses, as well as problematizing everyday life through the stories experienced.

A Document Analysis on the Use of Assistive Technology in School-Based Instruction for Children with Specific Learning Disorders in Cameroon and Canada

This study explored the use of assistive technology (AT) in the school-based instruction of children with specific learning disorders (SLDs) in Cameroon and Canada using a content-analysis, qualitative research design. Eight documents met inclusion criteria and were analyzed, leading to a comparison of both countries. Three themes are reported on: availability of AT, policies and legislation, and financial assistance. The results of the study show that AT is available for use in both countries and that there are policies and legislation in both countries to control access to and provision of AT. Also, there is financial assistance provided to help fund AT needs for children with SLD. Implications and a number of recommendations are offered, including providing AT to children with SLD; increasing funding and financial support for the provision of AT; training children with SLD, teachers, and family members in the use of AT; and enacting national AT legislation.

Maternal Transmission of 17q12 Microdeletion: Intrafamilial Phenotypic Variability and Diagnostic Hurdles

The relatively rare proximal 17q12 microdeletion, including the deletion of the HNF1B gene, is associated with renal cysts and diabetes syndrome (RCAD). This genomic rearrangement results in a wide range of phenotypes, including renal cysts and diabetes, which are consistent with maturity-onset diabetes of the young type 5 (MODY5), Mullerian aplasia/dysgenesis, autism spectrum disorder and schizophrenia, speech delay, learning difficulties, transient neonatal hypercalcemia, and neonatal cholestasis. We describe a girl with a 17q12 microdeletion identified using CGH array analysis (about 1.4 Mb, including HNF1B and LHX1 genes). The same deletion was identified in her mother. The proband had shown cystic and hypodysplastic bilateral kidneys since birth and hypertension, while her mother had bilateral renal cysts and diabetes. Despite suggestive findings in the girl and in the mother, no clinical suspicion arose, and genetic testing was carried out only after referral to a pediatric nephrologist. In children, the identification of 17q12 microdeletion may have a significant impact on the diagnosis, prognosis, and management of renal disease and early-onset type II diabetes. This family with a 17q12 microdeletion confirms intrafamilial phenotypic variability and highlights the importance of including it early on in the analysis of the diagnostic workup of children with renal cystic diseases.