When we look at the history of pedagogy and psychology, we see that the complex, incredible and surprising phenomenon we call "Learning" has been the subject of research since a long time ago. The realization of learning depends on both the existence of certain conditions in individuals and the environment providing opportunities for these conditions to develop. As a result of research conducted on individuals who have difficulties in learning even though their intelligence level is normal or above normal and they do not have any disabilities, it has been determined that learning disabilities may arise from malfunctions in the functioning of the central nervous system. In this way, it has been determined that such a situation can be caused by mental deficiency, a deficiency in any sense, a motor disorder, or a learning disability caused by excitement disorder, as well as irregularities in the functioning of the brain. Therefore, it has been understood that this situation may arise not from an inability, but from a disorder or deficiency in learning neurology.
In order to distinguish Learning Disability from other groups that have problems in learning, it is necessary to look at various dimensions. For example; In order to say that the child's learning problem is not caused by hearing loss, if there is a loss in the child, this loss should not exceed 30-35 decibels. Similarly, if there is a deficiency in vision, in order to say that the problem in learning is not due to vision loss but to learning deficiency, the vision deficiency must not exceed the ratio of 20/40. In order to say that the learning disability is not caused by mental deficiency, the intelligence quotient must not be below 90. When the movement dimension is considered, in order to call a disability a learning disability, a person must have a deficiency in any organ or the inability to use any limb. It should. When looking at the emotional dimension, in order to say that the learning problem is a learning disability that is not caused by situations such as adjustment disorder or excitement disorder, the presence of these conditions should not be seen in the projective test results or in the observations of the child's attitudes in different environments and times.
When it is determined that a child has a Learning Disability as a result of evaluations, it is necessary to draw a special education program for the child and not evaluate him from the same point as other children in his class or home. The program to be prepared should help overcome obstacles and overcome learning difficulties. The earlier this special program starts, the more useful it will be.
Before preparing the program, what the child can and cannot do, his strengths and weaknesses, his social maturity, the sharpness of his senses, his intelligence should be carefully reviewed and his needs should be determined.
As a result; It is important to activate the potential inherent in learning disabilities. In order to prevent losing when you can win, early education should be given due importance, and all the child's senses should be activated while teaching, without forgetting the importance of intersensory transfer. Rather than erasing individuals with learning disabilities, efforts should be made to make them an integral part of society and a useful member. These individuals should be helped to gain social maturity, helped them to live independently, and the necessary environment should be provided for them to gain self-confidence. Parents of children identified as having learning disabilities should consult experts in this field to provide the support their children need.
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