Learning is a comprehensive and complex chain of processes that continues from the day one is born until death and takes place according to the level of development and individual characteristics. Learning Disorders are structural problems that occur in literacy, arithmetic and other academic functions, despite normal mental development. and define developmental problems. Learning disability is a general term and is a group of disorders characterized by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, and mathematical skills. Names such as Learning Disability or Specific Learning Disability are also used for this group of disorders. Based on various definitions in the literature, learning disorder; Those with normal or above-average intelligence (IQ>85), without a primary psychic disease, significant brain pathology, emotional disability, but with significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning and mathematical skills, It can be defined as the situation in individuals who have problems in expression, social perception and interaction, and who cannot achieve success in accordance with their age and intelligence despite standard education. He classifies learning disorders under four headings:
1a. Reading disorder (dyslexia),
1b. Mathematical disorder (dyscalculia),
1c. Written expression disorder (dysgraphia)
1d. Learning disability not otherwise specified
These types of learning disorders can be seen alone as well as together. The most common subgroup among learning disorders is “reading disorder”, also called “dyslexia”.
It is emphasized that these disorders are related to the structure of the individual and are related to the dysfunction in the central nervous system. Although learning disability is introduced as a learning-related problem; It is experienced as a problem with the perception or processing of things we see, hear or touch, try to recognize. This is not a problem of intelligence; It is a very comprehensive, heterogeneous group and includes learning problems and academic failures due to various reasons, from developmental disorders to brain damage. Every child with a learning disability is different and requires a different approach.
The diagnosis of learning disorder is made by observing reading, writing or math skills that are lower than expected when compared to children of the same age and intelligence level. Since the intelligence level should be normal or above, the application of a standard intelligence test (WISC-R) after a comprehensive history and mental examination is the starting point for the diagnosis.
Children with learning disabilities may show very different clinical features, but one of the common features that can be observed in all of them is the limitation in their ability to use their study skills.
Reading Disorder: When the chronological age, intelligence level and education of the person in reading disorder are taken into consideration, reading success is significantly below what is expected. They are delayed in reading and have difficulty in understanding what they read. Errors in reading include slowness in reading speed, difficulty in reading sounds and learning some letters, difficulty in spelling and separating into letters, using wrong words, and word-syllable skipping. Children with reading disorders may have impaired shape-ground perception. This problem causes difficulties in focusing on an important part of a whole. Reading requires focusing on syntax, watching left-to-right and line-by-line. Children who have problems in this area make mistakes such as skipping lines, repeating lines, skipping words in reading.
Mathematical Disorder:
In math disorder, considering the person’s chronological age, intelligence level, and age-appropriate education, math skills are significantly lower than expected. Difficulties in mathematics are seen as not being able to learn the multiplication table, confusing symbols, and starting to add from the left. These children have difficulty in processing, they are slow when processing, and they have trouble perceiving the concept of numbers and symbols. They have trouble making connections while solving the problem. Even if there are accompanying problems, math skills problems are much more common.
Written Expression Disorder:
Written expression disorder; writing skills, measured intelligence level, are significantly below what is expected considering the education received. His handwriting is illegible compared to his peers and it is seen that he writes slower than his peers. The child may have difficulty perceiving the shape and position of what he sees. The most confused letters are bd, zs, mn, gk, lrn, g-ğ-y, fv, dt and dotted letters. It can perceive letters as upside down or inverted. For example; Reverses letters and numbers like bp,3-5,6-9,pb. Can reverse words, like ram-many, house-and. These difficulties are noticed when the child starts school. Shape-position perception maturity in preschool may not be established yet. These problems should not be seen from the first semester of the second year.
