Learning difficulties: definition and red flags

The learning difficulties (DA) They include in their definition a heterogeneous set of alterations in the capacities of reading, writing, calculation and general cognitive reasoning. These disorders are usually due to a dysfunction of the nervous system, and can continue throughout the life process.

Learning difficulties can manifest simultaneously both through problems in self-regulation behaviors and social interaction, as well as through sensory deficits, mental retardation, severe emotional disorders or concomitant to external influences (such as cultural differences, insufficient or inappropriate instruction, although it is true that AD cannot be derived causally from any of the they).

Therefore, it is understood that there is a discrepancy between actual and expected performance depending on the maturing age of the child, which is why specialized attention is required to compensate for these difficulties presented by the student.

Specific Learning Disorder and DSM V

At present, the

Diagnostic and Statistical Manual of Mental Disorders DSM V defines the diagnostic category of Specific Learning Disorder distinguishing between reading, numeracy and writing skills.

Among the diagnostic criteria, it is highlighted that the subject must present an IQ within the average level with respect to her age group, being the level determined in any of the three capacities indicated above significantly lower than the average of the population.

Causes of learning difficulties

The causes that can lead to the manifestation of learning difficulties in the individual are very diverse, although the main one derives from internal (neurobiological) factors of the subject such as organic deficits, aspects linked to chromosomal inheritance, problems related to biochemical or nutritional alterations or cognitive perceptual deficits and / or motor.

In a second category, the environmental causes linked to the particularities of the family and sociocultural context can be differentiated that offer few opportunities for cognitive stimulation and limit the development of these capacities in the child.

On the other hand, the characteristics of the educational system to which the student is assigned can condition a certain level of internalization of basic learning; namely, the methodology of work and evaluation of students, the quality of teaching, the physical conditions and resources of the school, among others, can make a difference substantial.

Finally, the origin of learning difficulties may be due to an inadequate adjustment between the characteristics individual students and the demands they receive from the educational context (as defended from the interactionist). This adjustment or type of response offered by the student to a task depends on the interaction of two variables: the child's level of knowledge and the availability of strategies to solve said homework. In that way, schoolchildren with AD usually have the knowledge, but are not able to apply the appropriate strategies for a successful execution of the task. This last proposal is the one with the most theoretical support at present.

Influence of AD on child development

In line with what was expressed above, a very relevant aspect is to understand the maturation, or biological growth of the child, as a disposition or condition dynamics that depends on the neurological, neuropsychological and psychological characteristics of the person, as well as the family and / or school environment where the development occurs.

Development in people with learning difficulties is characterized by a slower developmental rate. In other words, we only speak of an alteration at a quantitative level, and not a qualitative one, as occurs in developmental disorders. The differences in early ages between children with AD and children without AD can range from 2 to 4 years. Subsequently, these discrepancies diminish and it can be said that individuals with AD can reach an acceptable level of competence.

Diverse are the environmental factors, and therefore, modifiable, that contribute to the relief or aggravation of ADs, such as: the richness and adequacy of speech in the family context, a high exposure to reading, the promotion of play and activities that favor the development of sustained care, as well as those that facilitate individual decision-making and initiative personal.

Learning difficulties and behavioral disturbances

Given the close relationship between the comorbidity of AD and certain behavioral disorders, it is often difficult to determine which of these two manifestations motivates the other. Usually both co-occur simultaneously, as in the case of Attention Deficit Disorder (with Hyperactivity), where the complications that the child presents at the level of information processing and regulation of Executive functions produce (or are derived from) difficulties in the acquisition of linguistic skills and arithmetic.

Numerous studies show that children and adolescents who have difficulties with learning are associated to a considerable extent with other emotional problems and / or behavioral In this way, AD are aggravated leading to an even more significant deterioration in academic performance. The most frequent problems are observed in the male population in 70% and in the female population in 50%, and refer to behaviors externalizers such as attention deficits, hyperactivity and cognitive self-regulation, antisocial, oppositional behavior being less common or aggressive.

Some researches defend the idea that the presence of isolated behavioral alterations does not necessarily motivate limitations in the acquisition of the former. learning in children, although in other cases, where behavioral deviations begin at an early age, the interrelation between both phenomena seems more evident.

Social functioning of children with learning difficulties

Difficulties in the field of social skills also show an intense correlation with the manifestation of AD in children and adolescents, having obtained Kavale Y Forness a percentage located around 75% of the cases in his investigation. At these ages, three are the most significant areas of social relationships:

Social relationships with equals

As the child develops, in his goal of establishing himself as an independent individual with a defined "I" identity and increasingly detached from parental protection and care, this area is the most influential and significant for the individual. At this stage, comparisons of one's own physical and psychological characteristics with respect to the of others, the level of popularity acquired or the perception of social support are factors determinants.

When talking about children or adolescents with learning difficulties, these influences become even more noticeable, since they start at a disadvantage in terms of selfconcept adaptive is concerned. Thus, in cases of AD it is more common for boys to feel either isolated or rejected. In the former, the motivation of the boy must be strengthened so that he presents a greater predisposition for the acquisition of skills interpersonal skills, which help you to be more competent and allow you to better manage the contextual situations in which interacts. In the second case, a preliminary work on behavioral self-control and emotional management must be carried out to modify the negative interaction dynamics that he is used to executing.

Social relations with teachers

In this area, a fundamental part of the type of social relations that the student establishes with the The teaching staff is determined by the beliefs that the teacher presents with respect to the student in question.

Thus, the expectations of academic failure or success regarding the student, the more or less favorable treatment received conditioned by the AD and the level of positive reinforcement administered after the achievement of objectives by the child will have a significant impact on a more or less positive teaching conception of the child's personal competence. student.

Among the most relevant aspects that influence difficulties in social interaction in students with AD, the following can be distinguished: a scarce competence to internalize the cognitive strategies that they must apply in the face of certain contextual demands, a scarce ability in the natural organization of the strategies that allow them to achieve social goals, a vision that is not very empathetic and very focused on their own perspective that prevents them from understanding satisfactory performance of interpersonal relationships and what they imply, an insufficient ability to detect discrepancies in the tone of voice that impairs complete understanding of the messages received from the interlocutor and, finally, difficulties in the correct interpretation of non-verbal language in a generic way (gestures, facial expressions, etc).

Social relationships with parents

The fact of having a child with AD results for parents an added complication to the acceptance and understanding of the evolutionary changes experienced by the child during its development.

It is very difficult for parents to find the balance between exercising excessive control and being overprotective when it comes to to try to promote the autonomy of the child, leaving in the background everything that involves the difficulties of learning. This problem causes a less tolerant, more critical and less empathetic or affective that greatly hinders the child's proper emotional development.

Psychopedagogical intervention in the face of learning difficulties

In order to achieve the two fundamental objectives set for students who present AD, the which are aimed at improving the emotional state of the student and, in turn, their performance academic, a set of actions are proposed at a psychopedagogical level structured in three consecutive stages:

First stage

In the first moment an in-depth analysis must be carried out on what services the student will need to have in the school context to compensate and work on the learning difficulties that it presents both at the level of establishing what type of special educational needs you need, what program of Specific intervention will be established according to their academic level and what specific strategies will be implemented by the teaching team to promote a self-concept Y self-esteem suitable.

Second stage

Later, contact and establishment of direct collaboration with the family is essential, which must be fully committed to achieve a coordinated work of all parties involved. To do this, initially a psychoeducation phase should be carried out by the team of professionals who help the family to when it comes to understanding the nature of AD and what type of actions should be incorporated into their habits to promote an evolution each increasingly positive of the progress made by the child (positive reinforcement and empathetic attitude, establishment of clear routines, etc.).

On the other hand, it will also be useful to anticipate possible problems in order to determine the strategies to implement for their proper resolution.

Third stage

Ultimately, work will be done on enhancing the child's metacognitive ability, where aspects such as awareness and acceptance of ADs, recognition of their strengths and weaknesses, and an internal attributional style (Control locus) that allows you to exercise active control over the achievement of successes with respect to the previously established objectives.

More specifically, current lines of psychopedagogical intervention in AD are based on three aspects: the teaching of concrete learning strategies (simplification of content), the use of the constructivist perspective (methodology based on on the Vigotskian theory on the zone of proximal development, scaffolding and learning potential) and computer-assisted instruction.

In conclusion

As has been proven, the affected areas of children's psychological development are very diverse in the presence of a diagnosis of AD. Early detection and intervention by the main socializing agents (family and school) becomes essential to favor a positive evolution of the specific case. As in most childhood psychological problems and / or deviations, the cooperation between both parties has a very significant relevance in the course of said alteration.

On the other hand, regarding the intervention, It is worth bearing in mind that not all measures should be focused exclusively on the improvement of instrumental learning, since the presence of these very usually leads to the development of emotional distress (decreased self-concept, feelings of inferiority, etc.) whose approach should be equally a priority.

Bibliographic references:

• García, J, N,. (2001). Learning difficulties and physopedagogic intervention. Barcelona: Ariel.
• García, J. N. (1998) (3rd ed. rev.). Learning difficulties manual. Madrid: Narcea.
• González, R. and Valle, A. (1998). "Affective-motivational characteristics of students with learning difficulties". In V. Santiuste and J .A. Beltrán (coords.): Learning Disabilities, 261-277. Madrid: Synthesis.
• Ortiz González, Ma R. (2004). Learning Difficulties Manual. Madrid: Pyramid.