Learning Difficulties: Definition And Warning Signs
The learning difficulties (LD) They include in their definition a heterogeneous set of alterations in the abilities of reading, writing, calculation and general cognitive reasoning. These disorders are usually due to a dysfunction of the nervous system, and can continue throughout the life process.
Learning difficulties They can manifest simultaneously through problems in self-regulation behaviors and social interaction as well as through sensory deficits, mental retardation, severe emotional disorders or concomitant external influences (such as cultural differences, insufficient or inappropriate instruction, although it is true that LD cannot be causally derived from any of them).
Therefore, it is understood that There is a discrepancy between the actual performance and that expected according to the maturational age of the child which is why specialized attention is required to compensate for these difficulties presented by the student.
Currently, the Diagnostic and Statistical Manual of Mental Disorders DSM V defines the diagnostic category of Specific Learning Disorder distinguishing between reading, calculation and written expression skills.
Among the diagnostic criteria, it stands out that the subject must present an IQ within the average level with respect to his or her age group, with the level determined in one of the three abilities indicated above being significantly lower than the population average.
Causes of learning difficulties
There are very diverse causes that can lead to the manifestation of learning difficulties in the individual, although the main one derives from internal factors (neurobiological) of the subject such as organic deficits, aspects linked to chromosomal inheritance, problems related to biochemical or nutritional alterations or perceptual and/or motor cognitive deficits.
In a second category, environmental causes linked to the particularities of the family and sociocultural context can be differentiated that offer few opportunities for cognitive stimulation and limit the development of these abilities in the child.
On the other hand, the characteristics of the educational system to which the student is enrolled can condition a certain level of internalization of basic learning; namely, the methodology of work and evaluation of the students, the quality of teaching teaching, the physical conditions and resources of the school, among others, can make substantial differences.
Finally, the origin of learning difficulties may be due to an inadequate adjustment between the individual characteristics of the student and the demands they receive from the educational context (as defended from the interactionist position). This adjustment or type of response offered by the student when faced with a task depends on the interaction of two variables: the level of knowledge that the child has and the availability of strategies to solve said task. In that way, Schoolchildren with LD usually have knowledge, but are not able to apply appropriate strategies for successful execution of the task. This last proposal is the one that currently has the most theoretical support.
In line with what was expressed above, a very relevant aspect is to understand the maturation, or biological growth of the child, as a dynamic disposition or condition that depends on the neurological, neuropsychological and psychological characteristics of the person, as well as the family environment and/or or school where development takes place.
Development in people who have learning difficulties is characterized by a slower evolutionary rate That is, we only speak of an alteration at a quantitative level, and not qualitative, as occurs in developmental disorders. The differences in early ages between children with LD and children without LD can range between 2 and 4 years. Subsequently, these discrepancies decrease and it can be said that individuals with LD can reach an acceptable level of competence.
There are various environmental factors, and therefore modifiable, that contribute to the relief or aggravation of AD, such as: the richness and appropriateness of speech in the family context, high exposure to reading, the promotion of play and activities that favor the development of sustained attention, as well as those that facilitate individual decision-making and personal initiative.
Learning difficulties and behavioral alterations
Given the close relationship between AD comorbidity and certain behavioral alterations, it is often complex to determine which of these two manifestations motivates the other. Usually both co-occur simultaneously, as in the case of Attention Deficit Disorder (with Hyperactivity), where the complications that the child presents at the level of information processing and regulation of executive functions produce (or derive from) difficulties in the acquisition of linguistic and arithmetic skills.
Numerous studies show that children and adolescents who have learning difficulties have other emotional and/or behavioral problems associated to a considerable extent. This way, LDs are aggravated, leading to an even more significant deterioration in academic performance The most frequent problems are observed in 70% of the male population and 50% in the female population, and refer to externalizing behaviors such as attention deficits, hyperactivity and cognitive self-regulation, with antisocial, oppositional or aggressive behavior being less common.
Some research defends the idea that the presence of isolated behavioral alterations does not necessarily motivate limitations in the acquisition of early learning in children, although in other cases, where behavioral deviations begin at an early age, the interrelation between both phenomena seems more evident.
Social functioning of children with learning difficulties
Difficulties in the area of social skills also present an intense correlation with the manifestation of LD in children and adolescents, having obtained Kavale and Forness a percentage located around 75% of the cases in their investigation. At these ages, three are the most significant areas of social relationships:
As the child develops, in his goal of establishing himself as an independent individual with a defined “I” identity and increasingly detached from parental protection and care, This area is the most influential and significant for the individual At this stage, comparisons of one’s own physical and psychological characteristics with those of others, the level of popularity acquired or the perception of social support are determining factors.
When talking about children or adolescents with learning difficulties, these influences become even more notable, since they start at a disadvantage in terms of adaptive self-concept. Thus, In cases of AD, it is more common for boys to feel either isolated or rejected In the former, the child’s motivation must be enhanced so that he has a greater predisposition to acquire interpersonal skills, which help him to be more competent and allow him to better manage the contextual situations in which he interacts. In the second case, prior work on behavioral self-control and emotional management must be carried out to modify the negative interaction dynamics that he is accustomed to executing.
Social relationships with teachers
In this area, a fundamental part of the type of social relationships that the student establishes with the teaching group is determined by the beliefs that the teacher presents regarding the student in question.
Thus, the expectations of academic failure or success regarding the student, the more or less favorable treatment received conditioned by the DA and the level of positive reinforcement administered after the achievement of objectives by the child will significantly influence a more or less teaching conception. less positive about the student’s personal competence.
Among the most relevant aspects that influence the difficulties in social interaction in students with LD, the following can be distinguished: a poor competence to internalize the cognitive strategies that they must apply to certain contextual demands, a poor ability in the natural organization of the strategies that allow them to achieve social objectives, a vision that is not very empathetic and very focused on their own perspective that prevents them from a satisfactory understanding of interpersonal relationships and what they imply, an insufficient ability to detect discrepancies in the tone of voice that impairs the complete understanding of the messages received from the interlocutor and, finally, difficulties in the correct interpretation of non-verbal language in a generic way (gestures, facial expressions, etc.).
Social relationships with parents
For parents, having a child with LD is an added complication to accepting and understanding the evolutionary changes experienced by the child during his or her development.
For parents, it is very complex to find the balance between exercising excessive control and overprotection when trying to promote the autonomy of their child, leaving everything that learning difficulties entail in the background. This problem causes a less tolerant, more critical and less empathetic or affective attitude that makes the adequate emotional development of the child extremely difficult.
Psychopedagogical intervention for learning difficulties
In order to achieve the two fundamental objectives set for students with LD, which are aimed at achieving an improvement in the student’s emotional state and, in turn, their academic performance**, a set of actions are proposed to psychopedagogical level structured in three consecutive stages**:
First stage
In the first moment An in-depth analysis must be carried out on what services the student will need to have available in the school context to compensate and work on the learning difficulties he presents both at the level of establishing what type of special educational needs he needs, what specific intervention program will be established according to his academic level and what specific strategies will be implemented by the teaching team to promote an adequate self-concept and self-esteem.
Second stage
Subsequently, contact and establishment of direct collaboration with the family is known to be essential, which must be fully committed to achieve coordinated work by all parties involved. To do this, initially a psychoeducation phase must be carried out by the team of professionals to help the family understand the nature of the AD and what type of actions they should incorporate into their habits to promote an increasingly more evolution. positive of the progress made by the child (positive reinforcements and empathetic attitude, establishment of clear routines, etc.).
On the other hand, it will also be useful to anticipate possible problems in order to determine the strategies to implement for their adequate resolution.
Third stage
Ultimately, work will be done on enhancing the child’s metacognitive capacity, where aspects such as awareness and acceptance of LDs, recognition of their strengths and weaknesses, and an internal attributional style (locus of control) will be worked on. allows exercising active control over the achievement of successes with respect to the previously established objectives.
More specifically, the current lines of psychopedagogical intervention in DA are based on three aspects: the teaching of specific learning strategies (simplification of content), the use of the constructivist perspective (methodology based on Vygotskian theory on the zone of development proximate, scaffolding and learning potential) and computer-assisted instruction.
In conclusion
As has been seen, the affected areas of children’s psychological development are very diverse in the presence of a diagnosis of AD. Early detection and intervention by the main socializing agents (family and school) becomes essential to promote a positive evolution of the specific case. As in most childhood psychological problems and/or deviations, cooperation between both parties has a very significant relevance in the course of said alteration.
On the other hand, regarding the intervention, It is worth keeping in mind that not all measures should focus exclusively on improving instrumental learning since the presence of these very usually results in the development of emotional discomfort (decreased self-concept, feelings of inferiority, etc.) whose addressing must be equally a priority.
