Teach English in Yuanping Shi Shibaogou Meikuang Gongkuang Qu [Yuanping City Shipinggou Coal Mine Industrial and Mining Area] - Xinzhou Shi

Keywords: low cognitive abilities, dyslexia, learning difficulties, diagnoses Introduction Over the years, it is noticeable that some students face challenges in learning. These challenges are not due to their laziness or lack of studies. According to ACT Government (2014), Learning difficulties are “…the unexpected and persistent learning problems experienced by some students, in specific academic domains, vary both nationally and internationally.” The term learning difficulties are sometimes called ‘Learning disorder’ depending on the country or sector. There are many challenges faced by students that could affect their learning abilities. Learning Difficulties is traced back to Morgan 1896 or Hinschelwood 1895 as cited in Lenhard, W. & Lenhard, A. (2013) where dyslexia, ‘word blindness’, was first identified. Learning abilities are associated with low cognitive abilities. The challenges faced by the learners with learning difficulties are of various types which call for diagnoses by a professional psychologist in order to identify the precise learning challenges and they are of different types. Types of learning difficulties There are copious types of learning difficulties such as Dyslexia, Dyspraxia, Dysgraphia, Dyscalculia, Attention Deficit (Hyperactivity) Disorder and Autism. Dyslexia: Is the difficulty in reading. This is the most common of all which is affecting 80% of the learners with learning difficulties (DSF Literacy services and The Australian Federation of SPELD Associations, 2015). They assert that it is neurological in origin as it is the inability to identify words, spellings problems and difficulties in understanding and reading comprehension passages. Some of the problems associated with this are, slow in completing literacy tasks, limited spoken vocabulary, trouble decoding unfamiliar words etc. All these are similarly discussed in ACT Government (2014). For instance, as a teacher of young learners, this particular learning difficulty is most noticeable when students are learning to read stories in basic classrooms. Special Attention Project (2012) states that children with Dyslexia can be helped if they are not asked to read out loud in public, when teaching them use different methods and makie them read prints that are not coloured or too tiny to read. Dyspraxia: Is the difficulty in movement and coordination known as ‘clumsiness’. The children with these difficulties are best known for having bad motor skills. For example, they find it difficult to buckle their shoe, tie their shoe lace, zip their coat, and write correctly, do chores or express themselves. Children with this challenge need to have a routine, detailed instruction and always need repeated instructions. Dysgraphia: This learning difficulty is hard to diagnose and it is related to Dyslexia and Dyspraxia. ACT Government (2014) affirmed that Dysgraphia is a precise learning difficulty mostly undiagnosed in Children. Problem associated with Dysgraphia are continuous difficulty with written task, bad handwriting and/or difficulty in spelling that may arise in isolation or in addition to dyslexia. Dyscalculia: This difficulty is noticeable among children who have problem in mathematical solutions. Children with math-based learning difficulties may find it challenging with memorisation and organization of numbers, operation signs, and number “facts” (Gina Kemp, M.A., Melinda Smith, M.A., and Jeanne Segal, 2017). DSF Literacy services and The Australian Federation of SPELD Associations (2015) assert that the severity of Dyscalculia differs among the children. Varying ranges of mathematical problems may appear in learners but it is the seriousness of the mathematical difficulties that leads to diagnoses. Attention Deficit (Hyperactivity) Disorder: As stated in Special Attention Project (2012), this is the “inability to concentrate well, pay attention and control behaviour.” Children with Hyperactivity have short span activity; they act spontaneously, and are very playful and sometimes moody. In the classroom, Attention Deficit Disorder is also common. During classes, they are very talkative, they distract their peers and they always want attention. Children having this challenge are to sit close to the teacher’s desk for proper monitoring to curb distraction, sugary drinks and snacks to be limited and distracting technologies put away during task. Autism: Another learning difficulty challenge is children with Autism. These are children who find it difficult in relating and communicating with other people. The lack of communicative skills prevents them from expressing themselves properly with their teachers and peers which inhibits their learning processes. Children with this learning disability like to play alone, detest change in schedule, and find it difficult to understand basic gestures. Few ways to help children with Autism is for their parents to be their best friend, take time to understand them, be patient with them and pay meticulous attention to them in other to put them through when needed. Conclusion Children with learning difficulties are already burdened with the challenges they face in the classroom and among their peers. Before a diagnoses is given, teachers and parents need to ensure that professional psychologist in childcare development are involved to give accurate diagnosis. If the same teaching methodology is applied in all classes, all learning difficulties will likely not improve. It is recommended that parents, guardians and educational sectors help to support children with learning difficulties. As an experienced teacher with two decades of teaching experience, I have taught many children with learning difficulties and from experience I have mastered various ways of helping and enhancing their learning abilities in the classroom. One thing that is of outmost important is for them to know they are loved as their learning difficulties are neurological and not a fault of theirs. With encouragement, instilled love and motivation, learners with difficulties are inspired to do their best when they are stimulated using different teaching methods that befit each of their learning needs. Bibliography Act Government, Education and training (2014), ‘Learning Difficulties: Factsheet 1: The difference between a learning difficulty and a learning disability’ [Online]. Available: http://www.scecs.act.edu.au/__data/assets/pdf_file/0006/346056/Learning_Difficulties_-_Factsheets.pdf (Accessed 11 July 2019). DSF Literacy Services and The Australian Federation of SPELD Associations (2015) ‘Understanding Learning Difficulties’ AUSPELD Supporting people with learning disabilities, A guide for Parents [Online]. Available at: https://www.idaontario.com/wp-content/uploads/2017/10/Australia-SPELD-Understanding-Learning-Difficulties-2016-edition.pdf (Accessed: 11 July 2019). Gina Kemp, M.A., Melinda Smith, M.A., and Jeanne Segal, (2017) ‘Learning Disabilities and Disorders’ Trusted guide to mental, emotional & social health, HELPGUIDE.ORG [Online]. Available at: https://www.ctdinstitute.org/sites/default/files/file_attachments/learning-disabilities-and-disorders.pdf (Accessed 11 July 2019). Lenhard, W. & Lenhard, A. (2013). Learning Difficulties. L. Meyer (Ed.), Oxford Bibliographies in Education. New York: Oxford University Press. [Online] Available at: MRLenhardLenhardLearningDifficulties_rev1.pdf Special Attention Project. (SAP), (2012) ‘Specific Learning Difficulties A Must-Know For Parents, Teachers And Care Givers’, Disability Rights Fund [online]. Available at: https://www.inclusion-ghana.org/resources/reports/Specific Learning Difficulties.pdf (Accessed 11 July 2019).