In this section we will talk a little about the "problems that affect children to suffer learning problems", and thus be able to educate other people so that they know the real reasons why some children suffer some type of problem within the institutions, and clarify that it is not simply a matter of judging and labeling children who cannot develop the same activities as the rest do.
In the same way, it is essential to know what the role of the teacher is within this area, and what are the main aspects that as a teacher should consider to achieve a better performance in each of their students.
What are learning problems?
Most of society has a wrong concept when we refer to learning disabilities, and it is because they have the idea that these are caused by genetics, or by some problem within the family, and in a certain way those are factors that also They can influence these problems to occur, but they are not always the main cause. In the same way, the fact that several students within the same group have learning problems does not mean that they will all suffer the same, in each one the problem will be different, since they will have completely different deficiencies.
In any classroom you will find students who study worse than they could, it may be because they are not putting in the required effort, or because they do not try to apply more, but there are in the same way there are few students who assimilate with difficulty the subject, and at the cost of a lot of work and effort they are getting knowledge, but in many cases the result is unsatisfactory, and this is where learning problems are present.
Several authors agree that learning problems are manifested when a student has some difficulty such as reading, writing, counting, among others and requiring special attention in the content that is being provided.
The vast majority of people who are dedicated to teaching do not detect this type of problem since they seek that the signs that children present are more noticeable, such as failure in all their activities to be carried out, or deficiencies in attention, but the truth is that they are unable to capture these signs since with the large number of children in their care it is very difficult for them to pay one hundred percent of attention to all.
There are also diverse opinions about this topic and one of great relevance is that an adequate formulation of the curriculum would facilitate the satisfaction of the student needs that the students could present.
Causes of Learning Disabilities
The causes of a child having learning difficulties can be varied, but they have a common denominator: there is a certain disorganization in the processing of information in their brain that prevents them from learning normally.
The main objective is to detect exactly what are the causes of difficulties in each child to carry out an intervention that allows us to see the origin of the problem. Thus, when neurological organization is reached, recovery is permanent.
The causes can be psychomotor, lateral, visual, auditory, etc. and it will be necessary to determine, through a neuro-functional evaluation, the origin of the difficulty that is being presented.
For learning disabilities there are several possible causes, among them are: poor diet, organic brain damage, genetic transmission, intrauterine abnormalities, prenatal deficiencies and lack of oxygen during prenatal development or childbirth, it is known that a large part of children with symptoms of learning disabilities is because they suffered some irregularity at birth.
As well as these causes there are many more, among which we can find the following, Socio-cultural origin: this is accompanied by insufficient states of health.
Organic Origin: this consists of sensory, motor deficits or health problems.
Intellectual Origin: insufficient development of cognitive skills in the classroom.
Emotional Origin: the origin of this can be in the child himself or in the environment that surrounds him.
School Origin: this has to do with the use of inappropriate school methods or plans and programs to teach children.
Attention problems are quickly captured in the child's gaze, a normal child can maintain attention between 5 to 10 minutes in the same activity, the one with a learning problem, does not last more than a minute attending.
BIBLIOGRAPHY
- CRUICKSHANK William. The child with brain damage. Edit. Threshing. General encyclopedia of education. Edilar. Volume 2DÍAZ Barriga Arceo Frida, Hernández Rojas Gerardo. Teaching strategies for meaningful learning. Mc Graw Hill. 2nd edition
