There is a group of children in life. Even though they want to study hard and not disappoint their parents, they are always unable to do anything. I always wonder if I am too stupid to learn well. However, academic performance has always been the basis for many parents to evaluate their children's abilities. Once they find that their children's performance has been lower than that of other children of the same age for a long time, parents will naturally feel a little disappointed, thinking that their children are careless in learning, not working hard enough, or at least being heart-to-heart. , education, and more importantly, criticism and punishment. However, some parents have used all the tricks, but their children's grades are still unbeatable, which makes parents feel very uncomfortable, because the children have normal intelligence, but are very smart in some aspects, which is very confusing to parents. This indicates that the child may have learning difficulties. What is learning difficulty?

Learning difficulties (LD), or learning disabilities, theoretically refers to the existence of one or more basic psychological processes in children with normal intelligence in reading, writing, spelling, expression, calculation, etc. More than one type of specific disorder.

How do you make a judgment as a parent? What are the symptoms of children with learning difficulties?

Children with learning difficulties generally have poor auditory discrimination ability, perceptual conversion disorder, coordinated movement (sensory integration) disorder, deviated learning ability, visual-spatial perception disorder, lack of balance between understanding and language performance, etc. question.

Poor auditory discrimination ability

Hearing is a sound sensation obtained after analysis by the cerebral cortex. It is a sound-transmitting structure that conducts sound - the external auditory canal, tympanic membrane, and middle ear. The auditory nervous system is completed in collaboration with the ossicular chain in the middle ear cavity and the sensory organs with the function of sensing sound - the cochlea, cochlear nerve, brainstem auditory nerve nuclei, cerebral cortex hearing, etc. Structural or functional impairment anywhere in the entire auditory nervous system can lead to varying degrees of hearing impairment.

Children with poor auditory discrimination ability generally do not have substantial hearing impairment. However, these children cannot distinguish between "Ni", "Ni" and "You" when listening to other people's speeches or the teacher's lectures. , "hidden", similar to "wu", "wu", "wu", "wu" and other similar sounds. It affects listening and understanding and brings certain difficulties to learning.

Perceptual conversion disorder

Perceptual disorders include delusions, hallucinations and other perceptual disorders.

Illusion is a distorted and erroneous perception of objective stimuli. This is a false and false perception produced when objective stimuli are combined with psychological impressions. The occurrence of optical illusions is often related to sensory conditions and emotional factors. Optical illusions can occur when vision is damaged and the light is dim; illusions can occur when people are in intense fear and eager anticipation; they can also occur when they are tired and have difficulty concentrating. Wrong situation. Children with learning difficulties often experience auditory hallucinations or delusions.

The so-called hallucination is an illusory perceptual experience in the sensory organs without corresponding objective stimulation. Children with learning difficulties focus on vestibular hallucinations. Main manifestations: Unstable gravity and poor balance ability; Movement disorders, serious incorrect movements of limbs and body; Spatial cognitive errors and perceptual disorders; Difficulty crossing in the middle, the right hand cannot move correctly on the left side of the body, and the left hand cannot move correctly on the left side of the body. There will also be problems with the movement of the right side (bilateral coordination disorder); difficulty in dribbling, insufficient visual integration, resulting in difficulties in word recognition and reading, etc.

Children with perceptual conversion disorder cannot quickly associate the object or the situation of the problem when someone else talks about an object or the teacher talks about a certain problem. For example, when the teacher asks a child to describe what a "dog" looks like and write the word "dog" on his own question board, he cannot immediately think of what a dog looks like, nor can he immediately write the word "dog". Even think of "dog" as "sheep", "cat" or other domestic animals.

Coordinated movement disorder

Coordinated movement disorder is poor coordination of the body. The main cause of poor coordination of the body is insufficient learning in the brain.

1. Performance of coordinated movement disorder

(1) Abnormal postural reflex.

(2) Abnormal muscle tension.

(3) The head position is unstable (unable to be controlled naturally).

(4) Eye movement disorder.

(5) Hyperactivity and self-injury.

(6) Epileptic seizure.

(7) Language development disorder.

(8) Difficulty in intelligent learning.

(9) Uncontrollable emotions.

(10) Insufficient cognition or error.

2. Difficulties in body coordination

(1) Gravity instability: Unsteady walking. Sometimes you start running instead of walking. The reason is that the center of the body and the earth Insufficient coordination and control, that is, insufficient balance.

(2) Unclear body image: For example, when doing five-sensory games, you often point the wrong fingers, which means you have insufficient feeling and poor control over the various parts of your body.

(3) The spatial position relationship is not clear: First, the judgment of the example is inaccurate. If you pour water outside the cup as usual, you will not button the button or often button the wrong button; second, the judgment of the direction is often inaccurate. mistake.

(4) The ability to distinguish stimuli is too sensitive or too slow: take rotation as an example. Some children are afraid of this activity and will faint after a slight turn (feeling too sensitive); while some children are particularly I like it. I don’t get dizzy no matter how I spin it (it feels too sluggish).

(5) Excessive or insufficient tactile defense: Afraid of being touched by others. They feel pain or itching when others touch them. Some children have dull skin and do not feel anything when you touch them. It won't hurt if you pinch him.

(6) Abnormal inherent sensory reactions or auditory reactions: Particularly sensitive to certain behaviors, rotations or climbing, or fear of certain sounds.

Performance in learning

1. Abnormal situations occur when playing games

(1) Feeling nervous when lying prone on the mat: Generally speaking, children When lying prone on the mat, because the hands and feet are often unable to use strength, the whole body will be deeply embedded in the cushion, and you will feel very comfortable. But these children will be particularly nervous when they touch the soft mat. They will lift their head hard and put their forehead on the mat to make their face in the air. Because putting their head entirely in the mat will make them extremely uneasy, so when they encounter this kind of When this happens, their whole bodies are almost stiff.

This type of child usually does not like to be rocked from side to side or up and down, or swings, because he cannot actively coordinate with gravity, and his balance ability is usually poor. Due to lack of self-confidence in actions, they are often very clingy, crybaby, and overly dependent.

(2) Clumsiness when playing games: These children showed severe clumsiness during the spinning circle test. When they were asked to change from lying on their stomach to lying on their back, they would appear clumsy and slow.

(3) Blindfolded and unable to do anything: Such children often do not know how to play or dare not play the "hide and seek" game. This is because these children cannot do anything as long as they are blindfolded. He didn't dare to make any movements, let alone how to catch the object he wanted to catch.

2. Various difficulties in learning

(1) Finger inflexibility: Fingers are the parts that humans most often come into contact with and use in the external environment, and are usually less afraid of strangers. Contact has always been the most important tool in exploration. Children with poor motor coordination have poor sense of touch, poor hand flexibility, fear of being touched by strangers, and poor hand-eye coordination, which is particularly reflected in their deficiencies in writing and painting abilities. If there are a little more strokes, the writing will be messy and incomplete; when painting, the originally round apples are often drawn to be long, while the long cucumbers are drawn to be square.

(2) Poor sitting posture: When children with poor coordination of movements often appear to be hunched over when sitting down, with their hands nowhere to be placed, often placed on their chests; or they cannot sit still for a long time, If you ask him to sit still for 20 minutes, he will get up and move aimlessly. If you ask him to sit still for 20 minutes, he will feel restless and restless.

(3) Continuous errors during dictation: Poor coordination between listening and vision will also have a great impact on children's learning ability. Children with poor motor coordination cannot immediately understand the sounds they hear and therefore cannot cooperate with their vision. It will be particularly difficult for such children to practice dictation, and they often miss words and paragraphs. It's even impossible to keep up.

Children with different learning abilities

Children with different learning abilities are mainly manifested in differences in operational and language abilities. For example, some children are very interested in assembling toys in terms of operation. If they remove the parts from the template and then assemble them according to the illustrations, they can operate easily. However, if they are asked to use scissors to cut and paste, it will be very clumsy or impossible. Finish. There are even more examples of differences in language ability. For example, some children often cannot remember the language taught by their parents or teachers or have poor expressive ability. However, children's songs that are praised among children not only learn quickly, but also can be recited. Lifelike.

Some children have difficulty reading, mainly due to poor accuracy in tasks and spelling, or difficulty in understanding. They often cannot write, have many typos that are difficult to correct, have poor pinyin, and have difficulty in dictation, dictation, and recitation. But some of these children are better at math, some like music, and some like painting.

Some children have difficulties in mathematical calculation skills. Mainly manifested in confusion in the concepts of quantity and digit, obstacles in the naming, understanding and expression of digital symbols, technology, basic operations and mathematical reasoning, which seriously affect daily life and learning. However, some of these children particularly like sports and can even achieve outstanding results in certain sports competitions.

Visual-spatial perception disorder

Children with visual-spatial perception disorder often have the following symptoms:

First, poor ability to distinguish shapes, mainly manifested in Often can't distinguish numbers and letters such as 6 and 9, d and b, p and q; Chinese characters such as month and yong, le and son, car and east, horse and and; regard squares as rectangles and rectangles as parallelograms , treat ordinary triangles as isosceles triangles.

Secondly, writing is always bad. The basic requirements for horizontal and vertical strokes are not met. They are either horizontal or vertical, or crooked up and down. Words with up-down structure or left-right structure are often written in a crowded way. They are made into a lump, making it difficult for people to recognize; or there is a big void in the middle, which makes others mistake them for two words.

Lack of balance between understanding and language expression

Generally speaking, thinking is the basis for the understanding and language expression of a thing or an article, while thinking and language thinking skills are based on hearing. The comprehensive improvement of visual ability is an ability that is further sublimated on the basis of basic vision and hearing. It synthesizes what it hears and sees, thinks about it, understands it, and then expresses it in language. If there are problems with hearing or vision, there will also be problems with thinking and understanding, and there will be a lack of balance between understanding and language expression.

Children who lack a balance between understanding and language expression often omit or replace words when listening or reading, and cannot read correctly. For example: when the teacher finishes reading the sentence "Xiao Ming is a very smart kid" and asks the children to repeat it, the following will happen:

Children with omission disorders may answer "Xiao Ming is a smart kid" "Child", "Xiao Ming is a very smart kid", "Xiao Ming is smart", etc.

Children with substitution disorders may answer such questions as "Xiao Ming is very smart", "Xiao Ming and the smart Linlin are good friends", "Xiao Ming is a very understanding child", etc.

Obstacles and deviations such as the above will bring difficulties to children's learning. For children with the above situation, parents should seek professional help in time. At the same time, they should communicate more with their children in daily life, give more praise and encouragement, and improve their interest in learning. As long as they try their best to study, they should give them encouragement. affim.