Summary:
A comprehensive review of international and domestic research shows that there is always a part of students who have disorders in the process of learning to read, write and calculate. These difficulties are not caused by any form of disability such as intellectual disability, visual or hearing impairment, and the living and learning environment. These are students with “specific learning disorders”. The difficulties the children may encounter are due to their internal causes, including: psychological processes related to the use of language, brain trauma, minimal impairment of brain function, or the “phase difference” in receiving and processing information. Unless these students have the right supports, they will face many difficulties in learning, and may even be six months to several years behind their friends. Therefore, educators need to understand the difficulties encountered by the children and have specific teaching methods and skills to support the students to complete their learning tasks.
Refers:
[1] Joan M. Harwell, (2001), Learning disabilities handbook, The centrer for Applied research in education 2001.
[2] Janette K. Klingner, Sharon Vaughn, and Alison Boardman, (2007), Teaching Reading Comprehension to Student with Learning difficulties, The Guilford Press.
[3] Nancy Mather & Sam Goldstein, (2001), Learning Disabilities and Challenging Behavior, Paul H. Brookes Publishing Co.
[4] Peter Westwood, (2004), Teaching and Learning Difficulties (Cross - curricular perspectives), Acer.
[5] Peter Westwood, (2004), Learning and Learning Difficulties, A handbook for teachers, Acer.