Social and emotional development

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Social Skills ◽  
Social Cognition ◽  
Learning Difficulties ◽  
Social Consequences ◽  
Learning Difficulty ◽  
Social Conventions ◽  
Social And Emotional ◽  
The People ◽  
Specific Learning ◽  
The Way

There is widespread recognition that children with specific learning difficulties may experience social and emotional problems because of their learning difficulties, but it is often not realized that impairment of social skills may itself be a form of learning difficulty. This is due to a limitation in the way that the brain is able to understand social conventions. This is called a social cognition (or social learning) deficit. In this chapter, I shall first discuss social cognition deficit, and then discuss a number of behaviour problems that may occur as a result of a specific learning difficulty. Social skills, like any other skills, have to be learned. Yet much of what children learn about socially appropriate behaviour is not actually taught to them; they simply pick it up as they go along. Some children of normal intelligence seem to be less able to learn these things, even when taught. This may be their only area of difficulty, but it is commonly associated with other learning difficulties. These children have been accurately described as being ‘socially tone deaf’. They do not pick up the same cues as other children of the same age. They do not seem to predict the social consequences of their actions. They may be uninhibited, undressing in public without the same embarrassment that their peers would experience. They may be overfriendly to strangers. They may frequently say very tactless things without realizing the effect they are having. They often do not read facial expressions and are oblivious to whether someone is angry or upset with them. They may kiss classmates at an age where this is no longer appropriate. They may make unusual sounds in public. They may be insatiable in their activities, not knowing when to stop in the way another child of their age would. Although such behaviour may be apparent to all who meet the child, the people who are most likely to notice it are the child’s peers. With them, the child often sticks out like a sore thumb. This is something that may not be apparent if the child is only observed in a one-to-one relationship at a clinic.

scholarly journals FORKLÆDTE PENGE: En diskussion af brugerbetaling i en gratis nicaraguansk folkeskole

2018 ◽  
Author(s):  
Clara Rübner Jørgensen
Keyword(s):  
Social Consequences ◽  
Economic Aspects ◽  
School Expenditures ◽  
The People ◽  
The Status ◽  
Definition Of ◽  
The City ◽  
The Way ◽  
Marginalized Families

On the basis of data collected during fieldwork in the city of León, Nicaragua, this article discusses the paradox of many Nicaraguan parents describing their children’s school as being free of charge despite the fact that they are frequently asked to pay for it. The article shows that, in spite of the constitutional definition of education as free and equal for all Nicaraguans, parents are often asked for economic contributions. By analysing the values surrounding the school I suggest that values of responsibility and solidarity influence the way that parents conceptualize their school expenditures and, in relation to this, confirm the status of the school as free. Furthermore, the article describes how Nicaraguan parents often compare the school to their home and describe the relation between teacher and students by using family terms. Inspired by the theory of the American sociologist James Carrier, I argue that this comparison, in addition to the values of responsibility and solidarity, further influences the way Nicaraguan parents and children experience their economic contributions. Finally, I argue that even though the users of the school describe it as free of charge, it remains necessary to recognize its economic aspects, since a lack of recognition can turn out to have important individual and social consequences for the people involved, especially, for the most economically marginalized families.  

Visual Perception in Specific Learning Difficulties

2021 ◽  
Vol 1 (1) ◽  
pp. 25-40
Author(s):  
Neriman Aral
Keyword(s):  
Individual Differences ◽  
Visual Perception ◽  
Learning Difficulties ◽  
Learning Difficulty ◽  
The Family ◽  
Mental Problems ◽  
The Moment ◽  
The Individual ◽  
The Brain ◽  
Specific Learning

From the moment the child is born, learning becomes meaningful and it is interpreted as a result of the experiences first in the family and then in school. However, it is sometimes not possible to talk about the fact that learning takes place in all children although the process has taken place in this direction. Sometimes the individual differences that exist in children and the inability to get the necessary support in structuring their learning experiences can be effective in the failure of learning, while sometimes the type of congenital difficulty can be effective. One of these types of difficulty is a specific learning difficulty. It is not always possible for children with specific learning difficulties to learn, even if they do not have any mental problems. In this case, many factors can be effective, especially the problems that children experience in their visual perception can become effective. Since visual perception is the processing of symbols received from the environment in the brain, the problem that may be experienced in this process can also make it difficult to learn this situation. In line with these considerations, it is aimed to focus on the importance of visual perception in specific learning difficulties.

Adulthood

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Learning Difficulties ◽  
Learning Difficulty ◽  
Musical Piece ◽  
Auguste Rodin ◽  
Wide Range ◽  
Hans Christian Andersen ◽  
Critical Scrutiny ◽  
Children's Stories ◽  
Specific Learning ◽  
Experience Difficulty

All children with specific learning difficulties improve as they grow. In some, the difficulties resolve completely, while others continue to have some degree of difficulty in the specific areas of learning affected. We still have no way of determining which children will continue to experience difficulty and which will not. Nor do we have reliable figures on the relative proportions of those where the difficulties resolve completely and those where they persist. This chapter provides information and advice for adults with persisting specific learning difficulties. Many people are designed to be better adults than children. A child has little opportunity of selecting those things that he enjoys or finds easier, and to avoid those he dislikes or finds difficult. He is required to be an all-rounder, performing a wide range of activities, many under the critical scrutiny of his teachers and peers. It is daunting to think of what many children are required to do regularly at school: reading aloud, writing something that will be marked (for content, neatness, and spelling), doing arithmetical computations that will be checked, playing competitive sport, performing in a play in public, and playing a musical piece to a critical audience. An adult, on the other hand, can have a successful career and avoid any, or all, of these activities. Many famous people are said to have had a specific learning difficulty as children, but it is very difficult to know for certain if this is true. Nevertheless, many of their stories are highly suggestive of the condition. What they all show, whether they had a specific learning difficulty or not, is that problems with learning in childhood need not be a bar to outstanding achievements in adulthood. There follow some examples. . . . Hans Christian Andersen (1805–1875) . Famous as an author of children’s stories such as ‘The Little Match-girl’ and ‘The Little Mermaid’, his handwriting shows characteristics of specific learning difficulty. . . . . . . Auguste Rodin (1840–1917). Now famous for his sculptures, such as ‘The Thinker’ and ‘The Burghers of Calais’, he was regarded as ‘an idiot’, and ‘ineducable’ as a child. . . .

scholarly journals Timing is key to providing modified assessments for students with specific learning difficulties

2019 ◽  
Vol 9 (1) ◽  
pp. 49-56
Author(s):  
Christian P Gray ◽  
Steven A Burr
Keyword(s):  
Medical Students ◽  
Early Diagnosis ◽  
Learning Difficulties ◽  
Medical Knowledge ◽  
Multiple Choice Question ◽  
Knowledge Assessment ◽  
Learning Difficulty ◽  
Medical Program ◽  
Assessment Performance ◽  
Specific Learning

Abstract Introduction Medical students who are diagnosed with a specific learning difficulty (SpLD) will typically receive a reasonable adjustment within examinations in the form of modified assessment provision (MAP). This study investigated whether the timing of SpLD diagnosis and subsequent implementation of MAP has an impact on performance in applied medical knowledge multiple choice question (MCQ) assessments. Method The MCQ performance of 108 students diagnosed with SpLD who received a MAP was monitored and compared with 1960 students who received an unmodified assessment, over 5 years of a medical program. Students who received a SpLD diagnosis in the latter years of the program were identified as not receiving a MAP in assessments prior to diagnosis. Results Differences were found between declaration and diagnosis, with 44.4% of students who declared and 48.1% who did not declare subsequently receiving a diagnosis. Students with SpLD who receive a MAP increase their applied medical knowledge assessment performance, although there is a delay of up to a year for this impact to reach significance. Conclusion Early diagnosis of SpLD is necessary to ensure the intended benefit is received from MAP.

Computer Skills, Technostress, and Gender in Higher Education

2011 ◽  
pp. 122-128
Author(s):  
Sonya S. Gaither Shepherd
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Computer Software ◽  
Social Consequences ◽  
Use Of Technology ◽  
The People ◽  
Software And Hardware ◽  
And Gender ◽  
Acceptance Model ◽  
The Way

The creation of computer software and hardware, telecommunications, databases, and the Internet has affected society as a whole, and particularly higher education by giving people new productivity options and changing the way they work (Hulbert, 1998). In the so-called “information age” the increasing use of technology has become the driving force in the way people work, learn, and play (Drake, 2000). As this force evolves, the people using technology change also (Nelson, 1990). Adapting to technology is not simple. Some people tend to embrace change while others resist change (Wolski & Jackson, 1999). Before making a decision on whether to embrace technology or not, people may look at the practical and social consequences of accepting change. Therefore, the technology acceptance model, the accepting or resisting of technology is considered to be a form of reasoned behavior (Wolski & Jackson, 1999).

Responding to the Needs of Prisoners with Learning Difficulties in Australia

2019 ◽  
Vol 4 (1) ◽  
pp. 113-121
Author(s):  
Jason Skues ◽  
Jeffrey Pfeifer ◽  
Alfie Oliva ◽  
Lisa Wise
Keyword(s):  
Vocational Training ◽  
Training Programs ◽  
Learning Difficulties ◽  
Psychological Outcomes ◽  
Learning Needs ◽  
The People ◽  
Diverse Learning ◽  
Practical Implications ◽  
Specific Learning

Offenders who are convicted of a crime in Australia are encouraged to participate in educational and vocational training programs during their time in prison. However, one of the significant challenges encountered by not only prisoners who enroll in educational and vocational training programs, but also for the staff who teach into these programs, are prisoners who experience learning difficulties. Prison teachers and other staff are ordinarily unaware of which offenders experience such difficulties. Given that unidentified learning difficulties are associated with poor educational, employment and psychological outcomes, it is critical that prisoners who experience specific learning difficulties are identified, and that educational and vocational training programs offered in prisons cater for the diverse learning needs of all prisoners. This review highlights issues with the identification of learning difficulties and proposes methods of supporting prisoners who experience learning difficulties and the people tasked with managing them. Such a review offers an important contribution to the literature on educational and vocational training programs in prisons as well as practical implications for prisoners, teachers and administrators.

scholarly journals Ecodomy: Taking risks and overstepping boundaries in the Book of Ruth

2017 ◽  
Vol 38 (3) ◽  
pp. 35-50
Author(s):  
Gerda De Villiers
Keyword(s):  
Social Conventions ◽  
The People ◽  
Creative Initiative ◽  
The Social ◽  
History Of ◽  
The Way

This chapter examined the concept of ‘Ecodomy’ – life in its fullness – as it unfolds in the Book of Ruth. The book is dated to the post-exilic period in the history of Israel, and is read as narrative critique against the Moabite paragraph in Deuteronomy 23:3–5, and against the way that this text is interpreted and implemented in the Books of Ezra and Nehemiah. Naomi, Ruth and Boaz, the protagonists in the narrative, become paradigmatic of the situation in post-exilic Israel. Their stories, dealing with loss and the actions they take in order to heal the brokenness become indicative for the post-exilic community. As the narrative plot develops, the chapter aims to indicate how ‘life in its emptiness’ is changed into ‘life in its fullness’ by the courage and creative initiative of individuals, even if it meant overstepping boundaries and challenging the social conventions of the time. Against the exclusivist policy of Ezra and Nehemiah, the Book of Ruth argues that foreigners may be included in the community of YHWH and that their solidarity with Israel is to the benefit of all the people. The point that the chapter wishes to make, is that life in its fullness cannot be taken for granted, but requires effort.

scholarly journals Specific learning difficulty: autism, dyscalculia, dyslexia and dysgraphia

2021 ◽  
Vol 7 (3) ◽  
pp. 97-106
Author(s):  
Karina Eliana Castro Intriago ◽  
Liliana Magdalena Alcívar Rodríguez ◽  
Luis Alfredo Tubay Cevallos
Keyword(s):  
Social Relationships ◽  
Qualitative Methodology ◽  
Learning Difficulties ◽  
Learning Problems ◽  
Learning Difficulty ◽  
Learning Techniques ◽  
The Social ◽  
The Subject ◽  
Desk Review ◽  
Specific Learning

There are specific learning difficulties such as autism, dyscalculia, dyslexia and dysgraphia, the purpose of this article is to understand how these disorders affect verbal, non-verbal, logical and written communication in the social relationships of children who suffer from it. The qualitative methodology was applied in combination with the desk review technique, obtaining clear and pertinent criteria, an analysis of concepts was proposed on each of their meanings, characteristics and typology, suggestions of learning techniques are presented regarding the way correct to reduce disorders, the opinion of different authors who have carried out studies on the subject was obtained, interpreting from the pedagogical perspective and the importance of knowing the subject to act against these learning problems.

Theories of causation

1993 ◽  
Author(s):  
Mark Selikowitz
Keyword(s):  
Learning Difficulties ◽  
Fundamental Aspect ◽  
Close Relative ◽  
Learning Difficulty ◽  
Number Of Factors ◽  
Natural Tendency ◽  
One Step ◽  
Definition Of ◽  
Specific Learning

In the definition of specific learning difficulties in the first chapter I emphasized that the delay in learning must be ‘unexplained’. It is, therefore, explicit in the definition that the cause of specific learning difficulties is presently unknown. There are few things more frustrating for a doctor to say, or for a parent to hear, than that the cause of a child’s condition is unknown. There is a natural tendency in such situations to alleviate this discomfort by guessing the cause. This is not necessarily bad, as it is by developing theories and devising experiments to test them that our knowledge advances. But the danger is that in our desire to know the cause with certainty, we may come to believe in a theory so strongly that we think of it as a fact. Theories about specific learning difficulties abound. Most are based on the assumption that there is some impairment of brain function. These theories are not mutually exclusive, since each may explain one step in the chain of events that gives rise to specific learning difficulties, as shown in Figure 3.1. Let us look at these theories one by one. These theories attempt to explain the most fundamental aspect of the condition: its primary cause. It is unlikely that a single factor can be responsible for a specific learning difficulty. Rather, it seems that a number of factors must act together. Such causation is known as ‘multifactorial’. There have been two groups of factors that have been suggested in the causation of specific learning difficulties: genetic factors and environmental factors. There is strong evidence for a genetic factor playing a role in the causation of specific learning difficulties. A number of studies have shown that children with specific learning difficulties are more likely to have a close relative with the same specific learning difficulty. No consistent pattern of inheritance has been described: sometimes it seems to be inherited from the mother, at other times from the father. For all types of such learning difficulty, boys outnumber girls by about three to one.

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