The concept of learning disabilities is generally used for children whose mental processes are within or above normal limits but who have learning problems. Learning disabilities is a general term that can include a group of disorders manifested by significant difficulties in the acquisition of reading, writing, speaking, listening or mathematical skills. These difficulties are internal characteristics of the person and continue to affect them throughout life, as they are thought to arise from problems in the central nervous system.
It is observed that the learning processes of some individuals are different from others. However, although the exact causes of learning disabilities are not known, there are different approaches that may cause this situation. These approaches:
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Clinical Approach: This approach believes that learning disabilities are inherent in the individual. In other words, taking into account the neurological, psychological and personality characteristics of the individual; It focuses on central nervous system disorders, brain injuries and injuries. The individual cannot use appropriate resources properly during information processing, and the source of this situation is attributed to disruptions in psychological processes due to neurological disorders.
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Approach Based on Developmental Retardation: This The approach also considers that learning disabilities arise from the internal characteristics of the individual. This approach assumes that children whose neurological and psychological processes are lagging behind in development compared to their peers may have more learning difficulties. Especially in the early stages, symptoms are evident. During their school years, they face problems such as not being able to reach the desired level of cognitive readiness. It is observed that especially children with delays in language and speech development are more likely to encounter academic learning difficulties. For this reason, early evaluation of language and speech difficulties and taking precautions with appropriate training can prevent many problems.
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Inadequate Environment Model: This approach identifies the problem as being related to the individual's environment. sees. Although we do not deny that the individual's internal characteristics have an impact, the real problem is unqualified learning. He attributes it to production, inadequate reinforcement and lack of practice. This approach, which is based more on behavioral techniques, attaches importance to observable behaviors and factors.
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Information Processing: According to this approach, information passes through four stages: input, processing, memory and output stages. This approach argues that the person with learning disabilities has problems in recording, sorting and organizing information, that is, in the processing part. Confusing days, months and letters is common. More short-term memory problems are observed. At the exit part of the information processing steps, it is observed that the individual has difficulties in expressing himself/herself in the field of language, reading, writing, jumping rope, and riding a bicycle.
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Ecological Approach: According to this approach, there is a cognitive, behavioral and environmental relationship between the individual and the environment. Thanks to this relationship, a process of mutual influence from each other takes place. In other words, he argues that learning difficulties can arise directly from environmental reasons or from both the individual's internal and environmental characteristics. It shows sensitivity to everything that may affect the student's learning experience by giving importance to student-student interaction, student-teacher interaction, physical conditions of the environment and observation of family-home life.
In Pre-School. Learning Disability
In studies of early learning disability symptoms, problems are observed in spatio-temporal processes, auditory, visual and tactile processes and motor control.
1.Auditory Memory Problems
1.Auditory Memory Problems
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There are difficulties in the expected correct word structure, sequential speaking, participating in rhythmic activities, pronouncing words correctly and understanding stories read aloud. There are difficulties in finding the appropriate word, changing the place of words and syllables (fison instead of siphon), mixing up some letters (f-v, b-m), difficulty in learning letter-sound relationships, and problems in using rhyming words. They seem not to listen to instructions and have difficulty keeping them in mind (Doğan, 2012).
According to DSM-V, loss of interest in audio games and rhymes Learning n is stated as the difficulty of learning letters, numbers, and days of the week. They may fail at counting. They may have difficulty in matching words that start with the same sound (which of the words 'dog, man, cat' is similar to the sound at the beginning of the word 'offer') (DSM-V, 2013).
2.Visual Memory Problems
They may have poor visual memories. Distance, depth perception and visual discrimination abilities may be weak. Difficulty in drawing geometric shapes and reluctance to draw and copy may be observed. They may have difficulties in writing their own names (DSM-V, 2013).
3. Distinguishing Problems by Touch
When the child's eyes are closed, they may have difficulty in distinguishing the shape or number drawn on their palm or back. Likewise, they are not very successful when they are asked to recognize an object with their hands while their eyes are closed.
4. Language Problems
Delay in speech and language skills is one of the earliest precursors of dyslexia. Especially the fact that receptive language skills are affected affects the process more negatively. There is a weakness in self-expression skills. In particular, there are problems in ordering words appropriate to the grammatical structure of the language and forming sentences (Özat, 2010).
It is stated that difficulties with language skills in the preschool period are closely related to specific learning difficulties. Because these difficulties indicate reading problems in the following years. Gilin grammatical structure, vocabulary, understanding speech sounds, memory and speech production are related to sound and word recognition in the following years (Doğan, 2012).
5. Orientation Problems
There is difficulty in taking a suitable position for the space (catching the ball, jumping rope). Distinguishing left from right and confusing the concept of direction (wearing shoes backwards, holding things upside down) are observed. Problems can be observed in adjusting the distance and the inability to distinguish the concepts of front-back, bottom-top can be experienced.
6.Time Problems
An inability to use expressions belonging to the appropriate time is observed. Now, soon, today, yesterday, tomorrow... etc. Expressing only exact times, paying particular attention to the hour and minute hands (e.g., if the hour hand is above 9, it means it is 9 o'clock). i).
7. Motor Coordination Problems
Reluctance and inability to draw and copy, inability to use scissors, inability to hold a fork and spoon, difficulties in wearing shoes, and errors in holding a pen may be observed.
All studies indicate that early diagnosis and intervention are very important.
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