Tips for managing the most common learning disabilities at home.

Tips to support children with the most common learning disorders.

The management of homework and homework at home, in itself, can create tensions and a bad family atmosphere, as it generates a problematic disposition on the part of many children.

But... But what happens if to this situation, sometimes already controversial, we add some kind of learning difficulty? It is to be expected that, as parents, the challenge becomes even greater.

What is considered a learning disorder (LD)?

When we speak of difficulties in the learning process of some child, we refer to the existence of a learning disorder (LD).

These disorders are understood as the persistent, unexpected and specific inability to efficiently acquire certain academic skills (whether reading, writing, arithmetic, drawing, etc.). (whether reading, writing, arithmetic, drawing, etc.), and which occur despite the child's normal intelligence, adequate schooling and favorable socio-cultural environment.

Advice on the most common learning disorders

Let's review the main ATs, specifying the guidelines that should be followed for each of them during study and homework time.This advice can also be applied in the event of confinement or quarantine.

Dyslexia

Dyslexia is the most common learning disorderIt is a neurodevelopmental disorder that causes problems in learning, language use, reading and writing, as the processes and skills of phonological awareness, verbal memory and speed of verbal processing are altered.

Children who develop dyslexia require a good methodological adaptation at school, as the difficulties they present make them need support to learn and follow the academic pace required for their age.The most common measures that can be taken at home are the following.

The most common measures that we can adopt at home are the following.

1. Give him/her time

It is necessary to give him/her time, accepting the fact that a child with specific learning difficulties may not be able to learn.child with specific learning difficulties can take up to three times as long to learn and that he/she will tire quickly. and that he/she will tire quickly.

2. Provide support

Even if he/she presents some autonomy, it is important that he/she is placed in a place close to us, where he/she can receive our attention, control and supervision.

3. Do not assume that he understands everything.

We should check that he/she has understood the statement and what he/she should do, explaining it verbally if necessary.explaining it verbally if necessary.

4. Explore different means of learning

Whenever possible, we should to deepen the learning and oral assessment of knowledge. If the most effective medium of information for the child is spoken language, it will also be the best medium for learning.

5. We will not demand perfect spelling

This is very complex for a child with dyslexia. Likewise, it is not fair to penalize him/her for it, it is also not fair to penalize him/her for it or to focus on his/her mistakes..

6. Do not give him the full weight of the correction

Never let him correct a piece of writing on his own.

7. Make learning texts easy for him/her

When he/she must study, we must provide him with written material, a safe text, and never let him study from his notes.and never let him study from his notes, his accuracy can be disastrous and the results frustrating.

Dyscalculia

This AT causes difficulty in acquiring mathematical skillsThe student has difficulty in understanding the functionality of numerical language, memorizing basic procedures, and interpreting mathematical problems.

Children who present it will be affected in many daily activities, since mathematics is necessary for the correct interpretation of time scales, directions, the management of monetary resources and even for cooking, so early detection and proper treatment will be essential to develop basic skills that can help them in their daily lives.

In this sense, as parents we can help in the following ways.

1. Respecting their level of development

That is to say, adapting mathematical learning to their capacity and going from the more going from the most concrete aspects to the most abstract onesFrom the experimental to numeration and mathematical operations in an ascending process of difficulty.

2. Be creative and design manipulative learning situations.

These situations will allow learning through experimentation and the senses, from a more practical perspective.

3. Prioritize the understanding of concepts

Understanding is more important than mechanization and automation processes.

4. Emphasize the association of the number with the quantity it represents.

This can be done using graphs, parts, manipulatives, etc.

5. Reinforce the realization of exercises of seriation and numerical order.

These activities help to consolidate learning progress.

6. Practice mental arithmetic on a daily basis

Addition, subtraction, multiplication and division.. Taking into account the learning moment in which he/she is.

7. To work on the correspondence between mathematical language and the operations necessary to solve a problem.

Encourage him/her to visualize the problems, for example, by drawing them.

8. Use computer resources

This will make learning more attractive.

Attention Deficit Hyperactivity Disorder (ADHD)

This neurodevelopmental disorder is often included within the TAIt is characterized by hyperactivity, impulsivity and attention deficit.

It is characterized by hyperactivity, impulsivity and attention deficit, although not all the symptoms manifest themselves in all those affected, nor do they do so with the same intensity. Although many of these behaviors are normal in the majority of children, in those without ADHDIn those without adhd they tend to diminish with age as they move from infant to primary school.

In these cases it is advisable to follow these guidelines.

1. Ensure a structured, predictable and orderly educational environment.

This will minimize the likelihood of distractions.

2. Develop a daily routine, a visual schedule.

This schedule will break up the day and allow the child to locate different activities.

3. Create a homework space without distractions.

This space should have good lighting and should only have the materials required for the assignment.

4. Take advantage of the first half of the day

In the first half of the day is when children show a greater capacity for concentration and attention.The first half of the day is when children show the greatest capacity for concentration and attention, as their daily routine has accustomed them to do so since their schooling. The morning is the ideal time to do homework, especially in the case of children with ADHD. This should be taken into account for weekends or for an eventual confinement.

5. Use sequencing lists, outlines and concept maps.

These resources will help you learn in an orderly and structured manner.

6. Explain tasks with short instructions

In addition, we must make sure that he/she has understood.

7. Discreetly supervise the performance of the activity.

We must not give them the feeling that we are exerting pressure.

8. If a task is very dense, break it up and divide it into small parts.

In primary education, the maximum of 45 minutes of homework should not be exceeded. and, if there is a lot of difficulty, small breaks can be taken every 20 minutes or so.

9. Allow mobility in the chair prior to the pact.

We can allow mobility in the study chair at certain times, which can be previously agreed upon.

10. Give clear indications

We must provide clear explanations and instructions, slow and with more repetition.

11. Be patient

It is necessary to understand his/her behavior pattern to help him/her, always reinforcing his/her good actions and using his/her interests to motivate him/her.

Author: Laia Portero Capilla, Head of the Psychopedagogy Area of PSICOTOOLS.

Bibliographical references:

• Delgado, J. L. D., Bone, Y. I. E. B., Lascano, M. A. G. L., & España, S. G. G. E. (2019). Dyslexia as learning problem and its pedagogical intervention. International Journal of Health Sciences, 3(3), 1-7.
• Diéguez, I.M., Álvarez, J.A. (2010). Los trastornos del aprendizaje. Definición de los distintos tipos y sus bases neurobiológicas. Boletín de la sociedad de pediatría, 50, 43-47.
• DuPaul, G. J., & Jimerson, S. R. (2014). Assessing, understanding, and supporting students with ADHD at school: Contemporary science, practice, and policy. School Psychology Quarterly, 29(4), 379–384.
• Lagae, L. (2008). Learning Disabilities: Definitions, Epidemiology, Diagnosis, and Intervention Strategies. Pediatric Clinics of North America, 55(6), p. 1259-1268.
• Snowling, M.J. (2005). Specific learning difficulties. Psychiatry, 4(9), p. 103-113.