What Are Specific Learning Disabilities?

LD (learning disabilities) is an omission term customary in Western European countries. There have been many definitions of LD in history. LD has been around for 40 years since it was introduced as a new term in 1963. To date, there are more than 90 terms and definitions related to learning disabilities.

Learning Disability

LD (learning disabilities) is an omission term customary in Western European countries. There have been many definitions of LD in history. LD has been around for 40 years since it was introduced as a new term in 1963. To date, there are more than 90 terms and definitions related to learning disabilities.

International Standards for Learning Disabilities

Overview of Learning Disabilities

The earliest definition in the international academic community was the concept of learning disabilities proposed by American educational psychologist S. Kirk in 1963. He believes that learning disabilities refer to children's developmental disabilities in language, speaking, reading and social interaction skills. These disorders do not include visual, hearing, and intellectual disabilities. Since then, the academic world has been more active in research. Different research areas and different research purposes have different concepts. The representative definitions are as follows.

94-142 Definition of Learning Disabilities U.S. Public Law 94-142

LD refers to an abnormality in one or more basic psychological processes related to understanding and using language, which causes children to show insufficient ability in listening, speaking, reading, writing, thinking or mathematical operations. These abnormalities include conditions such as impaired perception, brain injury, mild brain dysfunction, dyslexia, and developmental aphasia. However, the term LD does not include learning problems caused by visual, auditory, dyskinesia, inadequate intelligence, or environmental, cultural, and economic disadvantages.

(NJCLD) Definition of the Learning Disability United States National Federation of Learning Disabilities (NJCLD)

LD is a general term for a group of learning abnormalities of different nature who have shown significant difficulties in acquiring and using listening, speaking, reading, writing, reasoning, or mathematics. These anomalies are inherent in the individual and are generally thought to be due to dysfunction of the central nervous system. The problems of self-control behavior, social cognition and communication in the body may coexist with learning incompetence, but these problems are not in the category of LD. At the same time, LD may also be disadvantaged with other disabilities (such as mental retardation, emotional disorders, etc.) or the outside. Conditions (such as cultural differences, lack of education, or inadequacy) occur in the same individual, but LD is not a direct consequence of the latter.

Learning Disability

LD is an individual's abnormality in one or more basic psychological processes that involve understanding or using language (verbal or written language). Such aberrations may manifest as inadequate ability to listen, think, speak, read, write, pinyin or mathematically calculate. It does not include learning problems caused by visual, auditory or motor system deficits, mental retardation, emotional disorders, or environmental, cultural or economic conditions.

(WHO) Learning Disability World Health Organization (WHO) Definition

Learning disability is when children's normal way of acquiring learning skills is impaired from the early stages of development. This damage is not the result of a simple lack of learning opportunities, it is not the result of mental retardation, nor is it the result of acquired brain trauma or disease. This kind of obstacle comes from the abnormality of cognitive processing, which is composed of a group of obstacles, which show special and obvious impairments in reading, spelling, calculation and motor function.

Definition of Japanese Scholars with Learning Disabilities

In the 1970s, the term "learning obstacles" appeared in Japan. Literally, it gives the impression of severe defects, that is, "from the level of intellectual development, it is within the normal range, but there is a serious abnormality in the personal internal difference, that is, the special state of LD with differences".

Japanese scholar Tatsuno Chino (1986) believes that: LD children refer to children who have ordinary intelligence, sensory organs and motor function without obstacles, and there are no environmental problems, but they have visual or hearing impairment, narrow attention span, and persistence Short, activity level is abnormally high, easy to impulsive, allergic reaction, restlessness and other problems, so, poor performance in intelligent learning (such as reading, writing, arithmetic, etc.). This is different from children with poor academic performance and children with academic delay. It is generally believed that this is caused by a slight impairment of brain function.

In 1999, Japan s learning disabilities and similar learning difficulties for students with guidance guidance survey research collaborator meeting definition is: LD, generally refers to the overall mental development is not slow, but is manifested in listening, speaking, reading, writing, Certain aspects of learning and use, such as calculation or reasoning, show a variety of significantly difficult states. The reason is related to certain dysfunctions of the central nervous system. Visual impairment, hearing impairment, mental retardation, emotional impairment, and environmental factors are not the direct causes of LD.

Definition of Russian scholars with learning disabilities

Russian special education scholars refer to LD children as children with mental retardation. Delay in mental development is a psychological education concept. Scholars believe that: children with mental retardation are determined from the obstacles in the development of children's overall mental activity. There are two main characteristics: First, the child's current level of psychological development does not match his actual age level. Secondly, children's learning disabilities are not permanent or temporary. Children are always able to use the hints or help given to complete the task, master the principle of problem solving, and transfer this principle to solving other similar problems.

Definition of Learning Disabilities in Taiwanese Scholars in China

LD refers to those who have significant difficulties in listening, speaking, reading, writing, and calculation. LD may be accompanied by other obstacles, such as sensory impairment, mental retardation, emotional distress; or environmental factors, such as insufficient cultural stimulation and improper teaching, but not directly caused by the aforementioned conditions. LD usually includes developmental LD and academic LD, the former such as attention deficit, perceptual deficit, visual-motor coordination ability deficit and memory deficit, etc., the latter such as reading dysfunction, writing dysfunction and math dysfunction.

Domestic Standards for Learning Disabilities

Research Status of Learning Disabilities Continent

For a long time, educators in China have carried out relevant research on LD under the names of "poor students", "double poor students", "late students", and "poor academic performance", and rarely discussed the definition of LD. Since the 1980s, words such as "learning difficulties", "learning incompetence", and "learning disabilities" have appeared, with the "learning difficulties" occurring most frequently. These concepts have been used in confusion.

The definition of learning disabilities by some researchers is often simplified to "poor students" or "low academic performance". For example, children whose IQ is at a normal level and whose major subjects have failed or are more than one standard deviation below the average grade are considered LD children, or children who have been relegated due to poor learning and are assessed by teachers as poor learning abilities LD children.

So far, there has not been a unified and clear definition of LD in Chinese academic circles.

On the basis of long-term research, and combined with China's national conditions, the definition of LD is as follows:

(l) The overall IQ of children with LD is basically within the normal range, and some are lower or higher;

(2) showing significant difficulties in one or more aspects of learning ability such as listening, speaking, reading, writing, computing, thinking;

(3) Most LD children are accompanied by obstacles in social interaction and self-regulation;

(4) The reason is due to the insufficiency of the central nervous system of the individual's brain;

(5) It is necessary to eliminate learning obstacles caused by mental retardation, visual impairment, hearing impairment, emotional impairment, etc., or due to economic and cultural levels and failure to receive formal education.

Except for poor academic performance, learning disability is more common

Inattentiveness, arduous work, headlessness, lack of time concept and sense of task. Laziness, procrastination, poor learning transfer ability, easy to form habitual inertia and masturbation. Social adaptation skills are deficient and everything depends on others. Lack of good and thorough study habits and methods.

Lack of interest in learning, lack of curiosity, lack of interest in people; or superficial, narrow scope of interest in learning, interest can not be stable and lasting, easy to "see things differently", with emotional impact.

Lack of learning motivation; or learning motivation mostly stays on a short, superficial negative level, has the characteristics of wandering, and lacks strong and solid motivation support. Generally, the level of motivation is low, the goals are not clear, and the social and personal meanings of learning are not unified. Motivation is only verbal, and rarely implemented in action.

Poor learning attitude, unclear purpose, and presenting a purposeless learning tendency. Lack of enthusiasm and consciousness for learning. Poor self-control and persistence.

Excessive activities, problem behaviors, disciplinary behaviors, and poor self-control make it difficult to establish good interpersonal relationships with classmates. Seek negative psychological compensation, and there will be adverse psychological and emotional confrontation.

Poor self-evaluation and frustration; depression, anxiety, suffocation, depression, easy inferiority and closedness.

Causes of Learning Disabilities

Learning Disabilities

(1) Associated with neurology:

Mild brain damage and brain dysfunction,

Brain retardation, immature cerebral cortex function, insufficient awakening, imbalance of left and right brain development

genetic factors

Mild brain dysfunction

(2) Psychological environment assumptions

(3) Defects in the development of non-intelligent factors

Causes of Learning Disabilities

The cause of learning difficulties is unclear until now, and it is still in the exploratory stage. It is generally considered to be the result of a combination of multiple factors, both internal and external; there are both physical and psychological factors of the individual and environmental factors such as family society; There are both innate and acquired factors; in short, the causes of learning difficulties are multifaceted and are the result of a combination of internal and external factors. So far, there are the following research results or cognitions about the causes of children's learning difficulties.

1. Physiological factors: (1) The child has mild brain damage or mild brain dysfunction due to a certain injury during the fetal period and after birth. (2) Genetic factors. Some learning skills disorders are hereditary, such as seen in children's fathers, grandpas, or other relatives. (3) Physical and mental development lags behind the development level of children of the same age. Detachment of deciduous teeth, slow walking and talking, short stature, etc .; defects in sensory organ function or poor motor coordination. (4) Physical illness. If a child is frail and sick, and often misses class, the homework learned will be discontinuous, and the learning content will not be linked, which will naturally lead to learning difficulties. Some children will have small movements in class, or they may have attention deficits and cannot concentrate. Lead to learning difficulties.

2. Environmental factors: (1) Poor family environment. Due to the long-term work of parents or family members' tensions, children have not been fully cared for by adults since their childhood, especially the lack of maternal love. (2) Children were not well-educated in their infancy, and did not provide rich environmental stimulation and education during the critical period of early childhood growth and development. (3) Inappropriate learning content and education methods make children tired of learning. Some parents are desperate for their children. They pull out seedlings to encourage them, and do not educate according to the physical and mental characteristics of children. They often violate the laws of education in terms of the content, methods, and methods of education. Such as primary school children, elementary school children and so on.

3 Nutrition and metabolism: Recent studies have confirmed that children's learning difficulties are related to nutritional metabolism, lack of certain trace elements or irrational diets, and nutritional imbalances can affect intellectual development. It has been thought that insufficient iodine intake affects children's intelligence, and lithium affects children's personality characteristics, which in turn affects learning. Studies have shown that the content of trace elements zinc and copper in hair of children with learning difficulties is significantly lower than that of normal children, and iron is also an important factor affecting learning performance.

4 Psychological factors: Children's learning difficulties are closely related to psychological factors. It has been recognized in the past. A large number of recent studies have further confirmed that there are general psychological problems in children with learning difficulties. The general observations are that children with learning difficulties have low levels of learning motivation, insufficient learning motivation, poor learning interest, mood swings, will disturbance, cognitive impairment, and low level of self-awareness.

Learning disability

Learning Disabilities

Generally speaking, the IQ of people with learning difficulties is normal, and sometimes even surpasses ordinary people, but some ordinary people think it is a simple thing, but they still have to make great efforts to achieve it. When it is generally believed that simple things become difficult, they can have profound negative effects on patients. Their self-confidence will be greatly reduced, and frustration will make them lonely or outlier and cause trouble and depression. These will further develop into serious behavior problems, which will affect the development of life's path.

If the child suffers from these problems, parents will be even more distressed. How sad it is when the expectations of Wang Zicheng become disillusioned and the child changes from lively and lovely to lonely and depressed. Therefore, learning difficulties not only cause a serious blow to my personal study and work, but also affect the normal life of their family and friends.

Incidence of learning difficulties in children with learning disabilities

The incidence of children with learning difficulties varies among different cultural backgrounds, social environments, and educational conditions, and is affected by the standards and definitions adopted, and research methods. According to foreign statistics: about 20% of children have learning difficulties during school. The incidence of learning difficulties among primary school students in Panzhihua City (1987) and Changsha (1988) in China was 17.4% and 13.2%, respectively, and the ratio of male to female was about 2: 1. What are the benefits of psychiatrists participating in interventions for children with learning difficulties? At present, in many more developed countries, it is very common for psychologists to participate in children's school education. Psychologists work mainly on the learning difficulties of some children. Each school has a permanent institution composed of psychologists, teachers, and parents. Each student has a psychological file. Each year, a psychological assessment must be conducted to guide the implementation of the next educational program. In particular, the psychological quality of children with learning difficulties is assessed to help children find out the causes of learning difficulties. Psychologists participate in children's education and are an emerging educational method that combines a variety of disciplines, such as "pedagogy, psychology, physiology, psychiatry, sociology, and interpersonal studies". The psychiatrist's timely intervention when children have learning difficulties can help children find problems and solve them, so that children's personality can be fully developed, and their own psychological level can be maximized. Only the academic performance can reach the best level, and can improve children's quality of adapting to complex society, and make them have higher creativity. Therefore, the goal of psychiatrists' intervention in children's learning difficulties is to enable children with normal intelligence to exert their best functions, develop their potential, develop their own healthy and reasonable personality, eliminate obstacles in personality and behavior, and make them more effective in adapting to society. Live, make him evaluate himself correctly, know himself, happily accept his natural conditions, and control his destiny to the greatest extent. The working method of the learning difficulties intervention is to measure, analyze and observe to understand the characteristics of children's behaviors and abilities, to understand the developmental level of children's various abilities in different aspects of intelligence, and to improve children's academic performance. Intervention of problems such as loss of confidence in learning and declining interest in learning, and the establishment of good and equal friendship with children. Through psychological counseling and psychological counseling, psychological training or drug treatment, children can get rid of psychological conflicts and return to calm and happy learning. Some obstacles and difficulties in children's learning should be discovered and resolved in time to provide guidance to the children's parents.

Learning Disability Classification

I have difficulty reading

Reading is a learning activity that requires multiple cognitive processes (such as perception, memory understanding, generalization, comparison, reasoning, etc.). As long as children have problems with any of these cognitive abilities, they will affect reading abilities. Dyslexia is therefore common in children with learning difficulties.

1. Reading habits

Tense movements during reading, frowning, lip biting, side reading or head twitching; lost position, unable to find where to start reading; too close to the book when reading; refusing to read with crying or other problematic behavior . What's more, it can be manifested as gimmicks, madness and other extreme behaviors.

2. Reading aloud

Often omits a word or words in a sentence; arbitrarily insert words in the sentence; replace words in the sentence with other words; reverse the words before and after the phrase; read fluently, in inappropriate There was a pause; the sound was sharp, the breathing was loud, and so on.

3. Recall

First, it is difficult to recall basic facts, and it is impossible to answer questions about basic facts such as time and place in the article; and it is difficult to recall sequences in sequence, and it is impossible to repeat the story in the order of the storyline; at the same time, it is difficult to recall the topics and cannot say the theme of the content read .

4. Understanding skills

Difficult to understand verbatim, unable to correctly say some details and specific information in the reading content; insufficient comprehension skills, unable to draw conclusions from reading materials, unable to compare differences between viewpoints, unable to compare new viewpoints with The views that have been learned are combined; the critical understanding skills are insufficient to combine reading materials with their own lives, to analyze the author's intentions and beliefs, and to compare reading materials with each other.

5. Application aspects of reading strategies

Difficult to draw the key points, the nature of the reading material, the paragraphs, etc.

Writing difficulties

The study found that many children with learning difficulties develop insufficiently in their fine motor skills, causing different writing difficulties. Writing difficulties are also called writing defects or visual-motor integration difficulties. The typical writing difficulties of children with learning difficulties are as follows.

1. The method of holding the pen is incorrect

Your finger is too close to the pen tip, or too far away from the pen tip; use only your index finger to carry the pen; the position of the paper is incorrect, and it is often moved or placed too diagonally.

2. Incorrect writing posture

The distance between the body and the tabletop is not appropriate, too far or too close; the distance between the arm and the body is not appropriate, too close to the body or too far away from the body.

3. Improper power control

Excessive force on the pencil will break the pen tip or pierce the paper; the muscles are too tense, the fingers are stiff, and the movement is inflexible, which will cause long-term sore fingers; the strength is not enough to hold the pen or the pen too shallow.

4. Uneven words

Lack of understanding of the result of a single word, the big one is not big, the small one is not small. For example, the left and right parts of "eating" are written as big as "beggars". .

5. Improper word spacing

The distance between the components of each word is too far. For example, the distance between the left part and the right part of "Ming" is too far, and it becomes "sun and moon"; the distance between the characters is too large or too small.

6. Incorrect stroke order

Do not follow the stroke order rules, such as the word "national", first seal, then write the "jade" inside; divide one stroke into two strokes, or connect several strokes into one stroke.

7. Scribble

The characters have no structure and are crooked and disproportionate. There are no strokes. They are not horizontal, vertical, vertical. They are messy, sometimes they do nt even recognize what is written.

8. Mixed words

Especially when writing pinyin letters or numbers, it is difficult to distinguish between 6 and 9, 5 and 2, b and d, p and q, and so on.

Mathematical difficulties

Mathematics learning is also an activity that requires the participation of multiple cognitive processes, and in particular needs to have good reasoning, classification, composition, abstraction, generalization and other abilities. In addition, language ability plays a very important role in solving applied problems and learning algebra. Children should have some preparatory skills before learning mathematics, such as the ability to compare, classify, pair, and arrange objects by size, shape, color, and material. Recognize that the total is the sum of parts. Recognize 10 Arabic numbers and understand them. Meaning, assigning all individuals in an object to different objects one by one, can imitate and recall the spatial arrangement of objects, etc.

If children are underdeveloped in these preparation skills, they will be affected when they learn math. Therefore, parents should pay special attention to the development of children's skills in this area, and if there are deficiencies, they must be remedied as soon as possible, so as to avoid negative impact on children's formal math learning.

The difficulties of children with learning difficulties in mathematical learning are mainly manifested in the following aspects.

1. Difficulty reading and writing numbers

It is easy to confuse 5 and 2, 6 and 9 when reading and writing.

2. Counting difficulties

When counting aloud, some numbers are often skipped over; difficulty in understanding ordinal numbers, such as not knowing what day is the second day of the week; unable to count correctly according to certain requirements, such as requiring a red dress for work The girl who asked to count from l to 30 but couldn't count the number containing 4 and multiples of 4 often couldn't complete it correctly.

3 Digital difficulty,

I can't understand the concept of digits. I can't understand that the same number can represent different values on different digits. For example, 4 is in the single digit, 40 is in the tens, and 400 is in the hundreds. Digital difficulties can affect the addition and subtraction of forward and backward positions.

4 Poor calculation skills

The operation method is confusing. For example, during multiplication, the addition operation will appear suddenly; the operation algorithm is not well grasped, and it will not be decremented or carried. The operation steps are omitted.

5. Problem solving defects

Difficulties in solving math lexical problems and practical problems. This is mainly due to a lack of language skills. Other children have difficulty solving problems due to lack of analytical and reasoning skills.

6. Difficulty in organizing space

Reverse or reverse the number, such as 7 1 is read as 17; the position of the number in the calculation process is wrong, such as 54-36 = 22.

These learning difficulties are due to incomplete development of the cerebellum. If the cerebellar function cannot be effectively exerted, it will lead to various types of learning difficulties. Therefore, learning difficulties often have similar signs and symptoms often overlap each other.

Learning Disabilities to Improve Learning Difficulties

There are many ways to improve learning difficulties, such as:

1. Special Education Remedial Learning (SEP)

2. Drug treatment

3. Other alternative treatments:

4. Improve learning habits systematically.

Functional therapy, vision therapy, speech therapy, physical therapy, food therapy, sensory integration therapy, acupuncture, cerebral cortex test, etc.

In the long run, these methods of assistance cannot achieve self-improvement, especially the sensory integration therapy training currently popular in China, because most of these therapies are aimed at the behaviors displayed and ignore the causes that cause these phenomena.

Diagnostic Criteria for Learning Disabilities

1. Intellectual standards. The lower limit of IQ of standardized intelligence test is 70-75. If the IQ is below 70, it is not a learning difficulty.

2. Poor academic standards. The combination of absolute and poor academic achievement is used to identify children with learning difficulties. The subject assessment is based on the absolute evaluation of outline propositions, and the standard for dividing children with learning difficulties 25 points below the average score is the relative evaluation.

3 The learning process is abnormal. The learning process is a cognitive process in which students perceive information, process information, and use information to solve problems. In the process, children with learning difficulties often show behaviors that deviate from the norm.

Learning Disability Cultivation

Many parents have a headache for their children's learning problems. Many children are not interested in learning, but just interested in playing, such as computers, games, etc. Children are not always playing enough. Many parents will think about this question: how to make children treat learning as much as watching TV and playing games? Here are some methods for parents to cultivate their children's interest in learning:

First, take care of your child's curiosity

Curiosity is the source of children's interest in learning. So how do parents care for their children's curiosity?

When the child turns the bottle upside down and tries to pump from the bottom of the bottle, when the child pushes and pulls the stopped toy train again and again, and wants to make it run again, when the child is in the park When Li watched the flowers and plants that were swayed by the wind intently, these were the performances of their exploration of this strange world driven by curiosity. For children, everything is new and worth exploring. At this time, adults should not neglect and deny the children's learning and exploration behavior, but should carefully care for the child's curiosity, try to observe the world with the eyes of the child, be surprised with the child, ask questions, discuss, and work together in conclusion.

When a child asks his parents with a question, the parent should not simply tell the child the conclusion. Telling the child the answer to the question is far less important than having the child think for themselves why. For example, when the child asks "where do the birds sleep at night", you don't have to answer directly. You can discuss with the child where the bird might go at night; when the child asks "what color will the yellow and blue pigments become when they mix "You do nt simply tell" it will turn green ". You can say," Yeah, what color will it turn into? "This will guide the child to experiment, think, and let the child come to a conclusion by himself . At the same time, you can stimulate children's curiosity and desire to explore things through open-ended questions.

The ability to give children the space and time to think freely is the key to protecting their curiosity. If parents often give their children some compulsory intellectual homework tasks, then the children will feel that they are always in a stressful environment, and they will think of the problem as an additional burden. Over time, their curiosity The mind and interest in learning will disappear. Therefore, for compulsory intellectual work, less and less.

Create a pleasant learning environment for your child

For example, children generally like to listen to stories. Whether it is a teacher or parent telling a story, or a radio or TV station playing a story, children always listen to it with concentration, especially when they tell the story vividly. When you tell a story in a villain's book, you will find that children often want to know the words in the book while listening. This initiative to learn is very valuable. Parents can take advantage of this opportunity to guide their children appropriately, not to ask children to write, or ask children to memorize these words, as long as they can understand and read a small story. The child listened more, read more, and naturally grasped these words. One day, parents will find that the children can read the story in the book very coherently. When children are reading extracurricular books and periodicals, parents can use the content of the readings as a content for dialogue with the child. In this way, children can be inspired from time to time in a relaxed and pleasant learning environment, and gradually develop an interest and habit of active learning and active exploration of knowledge.

Third, take children to nature and society to broaden their horizons and increase their interest in learning

Parents can often consciously guide their children to nature to observe the sun, moon, stars, mountains and rivers. For example, in the spring, you can take your children to observe the growth of small trees and other plants; in the summer, take your children to swim and climb mountains; in the autumn, take them to observe the changes in leaves; in winter, you can guide them to observe the changes in people's clothing and see the snowflakes. . By participating in various activities, children broadened their horizons, enriched their perceptual knowledge, and increased their interest in learning. Parents should also be able to guide them to participate in some practices, such as letting children collect various seeds themselves, conducting germination experiments, planting potted flowers, and raising small animals. As children get older, they can inspire them to draw pictures they see and hear, and encourage them to read related books, learn to ask questions, and learn to find answers in books. In this way, children's interests are broad, their knowledge is expanded, and their learning ability is unknowingly improved.

Fourth, develop children's multi-faceted interests

Some children are interested in painting or musical instruments at the age of three due to the influence of their family and surrounding environment. Especially after the children entered the kindergarten, under the guidance of the teacher, their hobbies showed their first leap. The first things that interest children are drawing, singing, and acting. Of course, these are imitative. Interest in piano, electronic piano, and accordion can be aroused in early childhood. At this time, instead of asking the child to reach a level, it is mainly to arouse their interest in various musical instruments. Playing chess is even more so. Young children like to play chess with adults, and of course they like to play chess with children. As long as the parents are caring people, provide some conditions for the children, prepare some simple equipment, tell the children more about their own experiences, and play more with the children, the children's multiple learning interests will gradually develop.

Parents must be patient when cultivating their children's interest in learning, because the child's mental development is not mature enough, and stability is not enough, so it is fun and fun, so do not be too eager to achieve success, to avoid causing negative effects. ^[1]

Identification of learning disabilities

Identification criteria for learning disabilities

Kirk proposed that the following criteria should be considered for the identification of learning disabilities:

1. Inconsistencies in development

Children with learning disabilities show intra-individual differences in development or academic fields. Children with developmental learning disabilities may have wide differences in language, socialization, memory, and visual-motor skills. And children with academic learning disabilities show a gap between ability and actual achievement.

2.Exclusion criteria

Children with learning disabilities do not include those with learning difficulties caused by mental retardation, hearing or visual impairment, emotional distress, loss of learning opportunities, etc. But this does not exclude that children with mental retardation, hearing or vision impairment may also have learning disabilities, and they need multiple services.

3. Special Education Standards

Children with learning disabilities need special education. Children who are left behind due to lost learning opportunities can be improved by ordinary teaching methods corresponding to their achievements. They do not need special education services. This criterion is not only a basis for identifying children with learning disabilities, but also an important basis for determining how to help them. Ignoring this standard, learning disabilities are nothing more than a label.

Screening for children with learning disabilities

Screening methods for children with learning disabilities include the PRS method proposed by the American Myklebusty and the action inspection method proposed by Ichihiko Ueno. The action check method divides the easy-to-reach behavior characteristics of children with learning disabilities into 8 large items and 30 small items.

Abnormal activity level

1. Don't be quiet and restless.

2. Unexpected actions, chaotic actions.

3, impeccable, slow action, dull, absent-minded.

(B) Attention concentration disorders

4. There is only a short time of concentration on something.

5. Small things around can easily cause distraction.

6. Disagreement when talking with people. ^[2]

Common manifestations of learning disabilities

Inattentiveness, arduous work, headlessness, lack of time concept and sense of task. Laziness, procrastination, poor learning transfer ability, easy to form habitual inertia and masturbation. Social adaptation skills are deficient and everything depends on others. Lack of good and thorough study habits and methods.

Poor learning attitude, unclear purpose, and presenting a purposeless learning tendency. Lack of enthusiasm and consciousness for learning. Poor self-control and persistence.

Lack of learning motivation; or learning motivation mostly stays on a short, superficial negative level, has the characteristics of wandering, and lacks strong and solid motivation support. Generally, the level of motivation is low, the goals are not clear, and the social and personal meanings of learning are not unified. Motivation is only verbal, and rarely implemented in action.

Excessive activities, problem behaviors, disciplinary behaviors, and poor self-control make it difficult to establish good interpersonal relationships with classmates. Seek negative psychological compensation, and there will be adverse psychological and emotional confrontation.

Poor self-evaluation and frustration; depression, anxiety, suffocation, depression, easy inferiority and closedness.

Lack of interest in learning, lack of curiosity, lack of interest in people; or superficial, narrow scope of interest in learning, interest can not be stable and lasting, easy to "see things differently", with emotional impact. ^[3]