Learning difficulty

Mathematics is an important discipline which is a vital component of school curricula. Reviews however reveals that students commonly dislike Mathematics for various reasons. This study sought to find out the learning difficulties of the grade 6 learners and its possible effects to academic performance in Mathematics during modular distance learning. Fifty-seven students participated in the survey which has used adopted and modified questionnaire, to determine students’ difficulties in learning Mathematics needed for analysis and interpretation. The study used a descriptive research design to describe and interpret the results of the study with descriptive statistics, frequency, percentage, mean, standard deviation and correlation analysis were used to interpret the general results of the study. The findings revealed that the learning difficulties in mathematics is not related to academic performance of the learners.

The pandemic generated by COVID-19 has a tremendous impact on the economy, society, and life of people all over the world. People suffer from the lockdown restrictions, reduced and very limited space. The situation is further aggravated by illnesses of family members, acquaintances, friends, illnesses caused by the coronavirus, and sometimes losses. This not only stresses, but also leads to exhaustion, burnout, and life with a continuous feeling of fear and stress. Although online learning is familiar and broadly accepted, there is a huge difference between going online to complement learning and find additional sources of information and knowledge and going online instead of going to school or university. Extant research reports on several side effects of online classes, such as stress, frustration, lack of engagement, and motivation. At present, it is noticed an abundance of research, showing that over-prolonged focus on the screen (computer, tablet, phone) increases stress and anxiety. And though digital devices are indispensable human attendants in the 21st century, nevertheless, twice the extended time allotted to them has negative consequences. During such a pandemic, such symptoms as anxiety, fear of infection and death, anger, hopelessness, stigma, and guilt can occur. This study aims at analyzing two negative perceptions of university students as regards the online lectures during the pandemic:  frustration and stress. Online lectures refer to various activities, such as courses, seminars, talks, or debates. The research is using samples of Lithuanian and Romanian university students from three universities. Multiple linear regression has been used to analyze the influence of boredom, concentration difficulties, learning difficulties, and fatigue on the frustrating and stressful learning experience. The results show all four factors have a significant positive influence on the dependent variables. While learning difficulty is the most important factor leading to a frustrating learning experience, fatigue has been found as the main cause of the stressful learning experience.

Für dieses Buch wurden die Biographien von sechs Personen erhoben, die im Laufe ihres Lebens als "Menschen mit Lernschwierigkeiten" gelabelt wurden. Sie alle waren bzw. sind in Institutionen untergebracht. Dabei wird der Frage nachgegangen, wie Menschen mit Lernschwierigkeiten institutionelle und personale Strukturen im Kontext der Betreuung in (Groß-)Einrichtungen erleben bzw. erlebt haben. Verortet im Rahmen der Dis/Ability Studies und theoretisch gerahmt durch Autor*innen wie Gramsci, Spivak oder Goffman, wird der Fokus insbesondere auf Erfahrungen mit Gewalt sowie dem Missbrauch von Macht gelegt. Als Ergebnis eines inklusiven Forschungsprozesses gemeinsam mit Menschen mit Lernschwierigkeiten werden zudem diskursive Welten und Akteur*innen aufgespürt, die sich unmittelbar auf das Erleben der befragten Personen auswirk(t)en. Abschließend wird dargestellt, wie "Behinderung" konstruiert wird. (DIPF/Orig.)

This article is a synthesis of current literacy on developmental dyspraxia and aims to alert experts in education from the early-childhood level to the implications of dyspraxia for the child, the family, and the school. The paper posits a clear definition of dyspraxia and clearly identifies common signs and symptoms of dyspraxia. The paper further gives educators specific pointers to the incidence of dyspraxia in preschool and school-age children for effective diagnosis and psychoacademic intervention. The physical, intellectual, emotional, social, language and, sensory implications of dyspraxia for the child, the family and the school is exhaustively discussed. The authors finally reviewed extensively current directions in helping dyspraxic children. Based on the review, the authors conclude that the duty lies heavily on psychoacademics in the school system to identify and address cases of dyspraxia at the earliest onset. The authors recommended, inter alia, that school counsellor...

... including a scien-tific terminology of symptoms, diagnoses, and medications, as well as aconstruction of child behavior in terms of individualized medical de-scriptions and ... Danforth and Navarro Social Construction of ADHD 181 ... Learning Disabilities" and "ADHD" are "excuses ...

Advocacy on behalf of students with learning disabilities in schools that do and do not acknowledge learning disabilities reveals a dynamic that can be active in both settings. This dynamic is one of student marginalisation in favour of institutional empowerment. Affording voice to students and responding to students' voice is requisite of education that is moral. Schools that practise student marginalisation abrogate moral responsibility incumbent upon them. Illustrations of marginalisation using material derived from advocacy activity on behalf of two learning-disabled students voicing opposing needs and attending schools with diametrically different philosophies toward learning disability will be presented. Descriptive material provided will also be used to illustrate a structure of institutional responsiveness revealed by advocacy activities. The structure of institutional responsiveness consists of four levels of responsiveness to children with learning disabilities. This structure of responsiveness can be used to evaluate and describe the responsiveness of institutions to special needs students and guide change processes undertaken to achieve greater institutional responsiveness.

Si tous les enfants naissent libres et egaux, ils ne le restent pas longtemps au regard de l'acces aux savoirs et a la formation: les evaluations les plus recentes de notre systeme educatif prouvent qu'en depit d'une scolarisation maternelle precoce et generalisee tous les eleves n'arrivent pas a l'ecole elementaire dotes des competences qui leur permettent d'aborder les apprentissages fondamentaux, et en tout premier lieu celui de la lecture, dans de bonnes conditions Les dispositifs etudies dans cet article semblent toutefois permettre de soutenir que l'echec scolaire des eleves de milieux populaires ne constitue pas une fatalite, a condition de prendre appui sur une analyse pertinente de leurs potentiels et de leurs difficultes pour conduire une intervention pedagogique coherente avec cette analyse.

Objetiva-se avaliar aspectos do desempenho acadêmico de crianças, relacionando indicadores da produção e do comportamento orientado para aprendizagem com indicadores de percepção do senso de auto-eficácia. Procedeu-se a avaliação por meio do Roteiro de Observação Clínica Comportamental da Criança e do Roteiro de Avaliação do Senso de Auto-Eficácia de 52 crianças, de ambos os sexos, na faixa etária de oito a 12 anos, alunos de 1ª a 4ª série, divididas em: 26 crianças com queixa de dificuldade de aprendizagem, encaminhadas para atendimento psicológico e 26 crianças com bom desempenho acadêmico avaliado por Teste de Desempenho Escolar. Observou-se que as crianças com queixa de dificuldade de aprendizagem, quando comparadas às crianças com bom desempenho, apresentaram diferença estatisticamente significativa; a) quanto à produção: atividades de qualidade média; b) quanto ao comportamento: baixa capacidade de organização, atenção, iniciativa, decisão, comunicação e interação espontânea; ...

ABSTRACT En: Revista de ciencias de la educación Madrid 2004, n. 198-199, abril-septiembre ; p. 285-305 En el contexto teórico de la gramática de la narración y de la teoría del esquema narrativo, se desarrolla una investigación cuyos objetivos son tres, el primero de ellos describir las habilidades narrativas de alumnos de Educación Primaria con dificultades en el aprendizaje, en la producción de texto escritos, el segundo objetivo se trata de establecer diferencias en estas habilidades, entre alumnos con y sin dificultades en el aprendizaje y por último analizar diferencias entre características estructurales del texto narrativo. Se aplicó un método psicolingüístico, derivado de la gramática de la narración, al análisis del corpus, estableciendo diversas categorías textuales en el nivel macro-estructura. El análisis permite establecer las estructuras narrativas textuales y características de los alumnos con dificultades en el aprendizaje, p. 303-304

Dans le cadre de cet article, les auteurs s’efforcent de dégager une démarche méthodologique en vue d’analyser les problèmes d’écriture des élèves de l’école primaire en situation de difficulté, ainsi que les interventions didactiques des enseignants pour dépasser ces derniers. L’axe principal de la réflexion théorique concerne le traitement des problèmes d’écriture dans le cadre d’une didactique des genres de textes. Pour cette contribution, l’observation et la comparaison des productions écrites de trois élèves d’une classe de 4P qualifiés de «faibles» et de trois élèves qualifiés de «forts» par leur enseignant sur un genre textuel argumentatif particulier, «La réponse au courrier des lecteurs», permettra de décrire les capacités et les obstacles à ce niveau scolaire ainsi que les particularités qui caractérisent les textes des élèves en difficulté dans le domaine de l’expression écrite. L’étude se prolonge par une analyse des pratiques effectives d’enseignement à l’aide d’une séq...