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122DEFINING LEARNING DISORDERS AND LEARNING DISABLED CHILDREN (CHILDREN WHO HAVE PROBLEMS LEARNING)
Asrorov I.F.
Asrorov Ilgor Fayzi o g li - Teacher English as a Foreign Language, DEPARTMENT OF FOREIGN LANGUAGES, INTERNATIONAL ISLAMIC ACADEMY OF UZBEKISTAN, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: despite "The National Program of Training Specialists" (1997), which ensures education for all, the overall quality of primary education in Uzbekistan remains generally poor for children with learning disabilities. The main aim of the article is explaining 'learning disabilities' that is a new term for many teachers. In Uzbekistan, this topic is one of the issues that have been learned little and this phenomenon still remains essential to do much research on it. The following article is the fruit of long observation over the situation and tries to gather different ideas about the issue. It also suggests opinions on the types of learning disorders classification of them and gives some advice of people who carried out some research to improve the situations of learning disabled children.
Keywords: learning disorders, learning disabilities, proper methods, dyslexia, dysgraphia, dyscalculia, aphasia.
Over the past few years, educational institutions across the world have experienced a rise in the number of students with learning disabilities (LD) or children who have problems with learning. Many of these learners have the opportunity to attend educational settings thanks to a number of factors in this discipline. This study addresses the issue of teaching children with learning disabilities in a language classroom by examining the challenges faced by teachers who teach children with learning disability and how they try to overcome these tasks. Local teachers in most of the primary schools in Uzbekistan lack training in special needs education for children with learning disability. Despite the "National Program of Training Specialists" (1997) that ensures education for all the overall quality of primary education in Uzbekistan remains generally poor for children with learning disorders. The shortages of teachers trained on special- educational needs professionals, as well as the lack of teaching facilities, have a negative effect on the delivery of quality education to children with learning disabilities. In many schools, learners are different according to their characteristics and psychological abilities to provide quality learning. The general purpose of this study is to find out what challenges teachers face when teaching children with learning disabilities. Very few studies on children with learning disabilities have been conducted in Uzbekistan. Most of these few studies focused on secondary school level. Therefore, there is a need to conduct such studies at the primary school level.
People with learning disabilities or learning disorders are often uncomfortable revealing their disability for fear that they may be denounced. Unfortunately, this lack of disclosure may lead to students doing poorly or dropping out of school all together. If the learner reveals the disability, we might have the opportunity to help and provide them with accommodations which they are in need of. The educational institutions are responsible for ensuring that the provisions of the disabled are followed and reasonable conditions are provided. These benefits do not require an instructor to "water down" the course content, but instead, apply opportunities to minimize the effects of the disability without a change to the curriculum per term. With appropriate approaches, a student can demonstrate what he or she knows about the subject. When a student discloses that he or she has a disability, the responsible sides may take measures to modify the conditions.
Some young English language learners experience difficulty in making expected progress in education process. English as a foreign language classes, in some cases, this difficulty may be due, in part, to disabilities. Disabled learners usually come across disorders that create difficulty in acquiring and using skills such as listening, speaking, reading, writing, and reasoning. These disorders can also inhibit language abilities and social interactions. Disabilities are generally
thought to be caused by different factors. People who have physical and mental disabilities are considered beyond average intelligence. The learning disabled often appear related only to specific skills, rather than affecting skills overall. For example, an individual may have problems processing spoken language but can read, write, and perform hearing skills without problems; a person with a reading disability may have difficulty decoding but is able to process well what is heard. Little is known about how physical disabilities affect young English language learners and what kinds of methods should be used to improve language abilities up to date educational conditions. However, with the limited instructional time and resources available in most programs, teachers need to know methods and materials that may help learners who are not making expected progress in class, regardless of whether they have been identified as having disabilities. To address these issues, the following questions are under discussion in the research:
o What are the issues involved in identifying English language learners with learning disabilities?
o When and how should young learners be assessed regarding possible disorders? o What instructional methods and materials are likely to be effective in assisting learners who may have learning disabilities?
o What kinds of methods can be proper to teach learners who need special attention? Since gaining the independence, our republic has paid great attention to education along with developing educational conditions of learning disabilities. In this research paper we can discuss choosing proper methods for learning disabled pupils and teaching them effectively. I have chosen this topic because a lot of LD learners face many problems when it comes learning a foreign language. My teaching experience has made me get interested in this topic. I hope that this research will help to find answers to many questions and find solutions to the problems that trouble both teachers and students.
According to The National Center for Learning Disabilities (2004, England), a learning disability (LD) is a neurological disorder that affects the brain's ability to receive, process, store, and respond to information. The term learning disability is used to describe the seeming unexplained difficulty a person of at least average intelligence has in acquiring basic academic skills. These skills are essential for success at school and work, and for coping with life in general. LD is not a single disorder. It is a term that refers to a group of disorders. Learning disabilities can affect a person's abilities in one or more of the following areas: o Oral expressions o Listening comprehension o Written expressions o Basic reading skills o Reading comprehension Examples of a specific learning disability include: o Dyslexia - difficulty with reading, writing, and spelling. o Dyscalculia - difficulty with math functions and using numbers. o Dysgraphia - difficulty with psychomotor skills needed for writing. o Auditory Processing Disorder - difficulty interpreting auditory information. o Expressive Language Disorder - difficulty expressing oneself in language. According to Gina Kemp and Melinda Smith (2017), Learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation. Children with learning disabilities are not lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently. This difference affects how they receive and process information. Simply put, children and adults with learning disabilities see, hear, and understand things differently. This can lead to trouble with learning new information and skills, and putting them to use. The most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening and speaking.
References
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