Penulisan LO 2(Impact of LD)

1.0 PENGENALAN

Bilangan kanak-kanak yang menghadapi Masalah pembelajaran di Malaysia tidak dapat dikenalpasti secara tepat namun menurut Carol Turkington and Joseph R.harris, dalam buku berjudul Understanding Learning Disabilities menyatakan bahawa terdapat seorang daripada setiap lima orang di United States mengalami masalah pembelajaran.Namun demikian terdapat lagi bilangan kanak-kanak masih tidak direkodkan kerana kanak-kanak ini tidak menerima ujian diagnostik yang betul atau tidak mendapat rawatan kerana mereka ini dianggap tidak memerlukan perhatian yang khusus.

Tetapi tidak semua murid yang menghadapi masalah dalam pembelajaran merupakan kanak-kanak bermasalah pembelajaran (learning disabilities). Sesetengah kanak-kanak mungkin menunjukkan perkembangan yang agak lewat jika dibandingkan dengan kanak-kanak seusianya yang lain. Oleh yang demikian, betapa pentingnya pengenalpastian yang lebih awal atau rawatan awal bagi mengenalpasti simptom masalah pembelajaran. Di peringkat pembelajaran prasekolah lagi kanak-kanak bermasalah pembelajaran sepatutnya dapat dikenal pasti. Antara simptom kanak-kanak sebegini adalah menghadapi masalah bagi mengenal huruf, perkataan, menghubungkan bunyi dan huruf, pengiraan atau berkaitan dengan nombor, terlalu aktif atau pasif. Pada peringkat sekolah rendah kanak-kanak ini akan menghadapi masalah untuk belajar perkataan-perkataan baru, bercakap menggunakan ayat yang penuh, memahami perbualan, penulisan dan menguasai penyelesaian masalah matematik dan banyak lagi masalah lain.

Math Learning Disabilities(LEARNING OUTCOMES 5)

While children with disorders in mathematics are specifically included under the definition of Learning Disabilities, seldom do math learning difficulties cause children to be referred for evaluation. In many school systems, special education services are provided almost exclusively on the basis of children's reading disabilities. Even after being identified as learning disabled (LD), few children are provided substantive assessment and remediation of their arithmetic difficulties.

This relative neglect might lead parents and teachers to believe that arithmetic learning problems are not very common, or perhaps not very serious. However, approximately 6% of school-age children have significant math deficits and among students classified as learning disabled, arithmetic difficulties are as pervasive as reading problems. This does not mean that all reading disabilities are accompanied by arithmetic learning problems, but it does mean that math deficits are widespread and in need of equivalent attention and concern.

Evidence from learning disabled adults belies the social myth that it is okay to be rotten at math. The effects of math failure throughout years of schooling, coupled with math illiteracy in adult life, can seriously handicap both daily living and vocational prospects. In today's world, mathematical knowledge, reasoning, and skills are no less important than reading ability .

Different types of math learning problems

Types of learning disabilities

Common Types of Learning Disabilities


Dyslexia

Difficulty processing language

Problems reading, writing, spelling, speaking

Dyscalculia

Difficulty with math

Problems doing math problems, understanding time, using money


Dysgraphia

Difficulty with writing

Problems with handwriting, spelling, organizing ideas


Dyspraxia (Sensory Integration Disorder)

Suggested Classroom Accommodations for Specific Behaviors (LEARNING OUTCOMES 6 )

When you see this behavior

Try this accommodation



1. Difficulty following a plan (has high aspirations but lacks follow-through); sets out to "get straight A’s,  
    ends up with F’s" (sets unrealistic goals) Assist student in setting long-range goals:

*break the goal into realistic parts.

*Use a questioning strategy with the student; ask,

What do you need to be able to do this?