Visual Perception in Specific Learning Difficulties

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.

Research on the Diagnosis of Students’ Cognitive Level Based on Deep Learning

In order to improve teaching quality and reduce students’ learning difficulty, this study introduces the concept of Teaching for the Ability (TFA) on the basis of traditional Internet teaching, uses big data to calculate students’ cognitive ability, and uses the evaluation results of students’ cognitive ability to drive the Internet learning scheme tailored for each student one by one. In the data validation analysis, it is found that the cognitive ability evaluation results made by the system directly affect the students’ final performance in the national unified graduation examination, and the education scheme for students with low cognitive ability is found in the data analysis.

Analisis Faktor Penyebab Kesulitan Belajar Siswa dalam Pembelajaran Matematika Kelas XI IPS 4 SMA Negeri 2 Sungai Limau

This research is motivated by the low learning outcomes of students' mathematics. Low learning outcomes are characteristics of students experiencing obstacles or obstacles during the learning process. This study aims to describe and analyze the factors that cause students' learning difficulties in mathematics. The sample of this study amounted to 32 students of class XI IPS 4 SMA Negeri 2 Sungai Limau. The type of research used is descriptive research with a quantitative approach. The instrument used is a learning difficulty questionnaire, interview sheets and documentation to strengthen the results of the questionnaire answers. The data analysis technique of this research is the analysis of questionnaires and interviews. The results of this study indicate that: 1) internal factors that affect learning difficulties are described as follows, in the indicator of readiness in learning as much as 71.8% in the category of very influential on the learning process, on motivation indicators as much as 29% in the category of being quite influential in the learning process , on the indicator of interest as much as 53% with the category influential in the mathematics learning process and the health indicator as much as 50.6% with the category having an effect on learning mathematics. 2) external factors that affect learning difficulties in mathematics are as follows, indicators of family factors in learning as much as 37.5% with a category that is quite influential on the mathematics learning process, on school indicators as much as 51.5% with categories that affect the online learning process and on environmental indicators community as much as 39.6% with the category quite influential on the student learning process.

Fatores que Ocasionam as Dificuldades de Aprendizagem das Crianças / Factors that Cause Children's Learning Difficulties

Resumo: A aprendizagem das crianças pode apresentar algumas dificuldades que retardam o seu processo, podendo ser ocasionada por fatores internos ou externos, e que pode resultar no comprometimento de uma ou mais áreas do conhecimento, dificultando, por exemplo, o desenvolvimento cognitivo da criança. Nesse sentido o artigo pretende discorrer sobre os fatores externos que podem resultar no surgimento das D.A, além de buscar discutir a importância da identificação dessas dificuldades pelo professor, para que assim possa ser possível trabalha-las, permitindo que todos os alunos desenvolvam sua aprendizagem de maneira sadia e no tempo correto. Para realização do trabalho, fez se uso do método indutivo/dedutivo, sendo uma pesquisa bibliográfica de cunho qualitativo, que utilizou de autores como Correia (2004), Pain (1989) e Silva (2003) para constituir a base teórica. A escolha do tema se justifica no entendimento de que a educação precisa fornecer todos os aparatos para que os estudantes desenvolvam da melhor forma sua capacidade de aprender, e assim deve se incluir o trabalho com as D.A, desde a sua identificação ao tratamento com profissionais capacitados, bem como a adequação dos planejamentos em sala de aula pelo professor, para que assim possa facilitar sua aprendizagem. A partir do exposto no artigo, é possível verificar que as Dificuldades de Aprendizagem não se tratam de um problema apenas da criança, mas também de todo o meio social do qual faz parte, uma vez que quando as dificuldades são ocasionadas por fatores psicológicos ou sociais, denota se que são reflexos do ambiente ao qual a criança esta inserida, e que podem estar contribuindo para que o seu potencial intelectual não se desenvolva corretamente.Palavras-Chave: Criança; Dificuldades de Aprendizagem; Fatores Externos. Abstract: The learning of the children may present some difficulties that delay its process, which may be caused by internal or external factors, and may result in the compromise of one or more areas of knowledge, hindering, for example, the child's cognitive development. In this sense, the article intends to discourse the external factors that can result in the emergence of LA (learning difficulty), beyond to seeking to discuss the importance of identifying these difficulties by the teacher, so that it can be possible to work on them, allowing all students to develop their learning of healthy way and at the right time. For realization of the work, the inductive method was used, with a qualitative bibliographic research, that utilizes authors as Correia (2004), Pain (1989) and Silva (2003) to constitute the theoretical basis. The choice of theme is justified on the understanding that the education needs to provide all the apparatus for students to best develop their ability to learn, and so work with L.A (learning difficulty) must be included, from their identification to treatment with trained professionals, as well as the adequacy of planning in the classroom by the teacher, so that you can facilitate your learning. It is concluded from the exposed in the article, that the Learning Difficulties is not just a problem of the child, but also of the entire social environment of which it is part, once when the difficulties are caused by psychological or social factors, it denotes that they are reflections of the environment in which the child is inserted, and that they may be contributing to their intellectual potential does not developed correctly.Keywords: Child; Learning difficulties; External factors;

Learning difficulties

Specific deficits in information processing in the brain are the commonest causes of academic difficulties in children with ADHD. For many children with ADHD, academic difficulty is not confined to a particular subject but occurs across several areas of study. This chapter explores learning difficulties in ADHD, including common areas of difficulty, including written expression, oral expression, and others. The chapter also discusses when problems become apparent, the causes of learning difficulty in ADHD (poor concentration, impulsivity, working memory impairment, defiance, low self-esteem, social difficulties, poor incentival motivation, auditory processing impairment, difficulties in spelling, handwriting, and organizing), as well as dyslexia and ADHD, and the gifted child with ADHD.

Design of a Virtual Reality Software to Promote the Learning of Students with Dyslexia

The research conducted is part of the European project Erasmus+ FORDYSVAR, whose main objective is to contribute to the educational inclusion of students with dyslexia, aged between 10 and 16 years old, through the use of technology, specifically virtual reality (VR), to improve the access, participation, and educational achievement of students with this learning difficulty. This is a qualitative and interpretative study with a descriptive character. The objective of this work is to design a VR application that contributes to the learning of students with dyslexia based on user-centered design as a methodology. The developmental lines to be addressed in the application have been defined, the features to be included have been determined, and the activities that make up the software have been designed. All this is based on the analysis of the needs and interests of the end users (students with dyslexia) as well as the vision of professionals (teachers and dyslexia intervention specialists). The results obtained allow us to conclude that VR technology is an interesting avenue of treatment, as it offers a ludic, safe, controlled, and motivating environment for students with dyslexia.