Page 398 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 398
ja M. Maričić, Jasna M. Maksimović, and Mirjana M. Stakić
disabilities also exhibit developmental delay in understanding the concept
of counting, they use unapproved procedures in counting and make more
procedural errors when solving arithmetic problems. Unlike typically devel-
oped children, these children are unable to transition easily from the use
of counting procedures to memory-based processes, such as finding arith-
metic facts. The use of immature counting procedures in solving arithmetic
problems may arise due to poor understanding of the concept of counting,
or insufficient skill to discover and correct counting-based errors (Geary and
Hoard 2002).
When it comes to difficulties in learning and adopting mother tongue, chil-
dren with learning disabilities find it hard to master spoken and written lan-
guage in terms of understanding and producing all or some language el-
ements: phonology, morphology, semantics, syntax and pragmatics (Kolo-
granić Belić et al. 2015; Sharp and Hillenbrand 2008). These difficulties form a
heterogeneous clinical picture used to describe different profiles of language
difficulties, such as: difficulty in adopting new words and in recalling words;
problems in forming two-element or multi-element sentences; slow devel-
opment of a phonological system; difficulties in recalling phonological cod-
ing; presence of errors in verbal and noun morphology; difficulties in narra-
tion, etc. (Golubović 2005; Verhoeven and Balkom 2004). Research shows that
children who exhibit these difficulties in syntactic processing will make more
errors in tasks which require them to repeat sentences, recognise and correct
wrong suffixes, and to define the concepts of words and sentences compared
to their average peers (Ljubešić, Blažić, and Bolfan Stošić 1993). Research also
shows that children with difficulties in adopting language commonly start
talking later than their typical peers (Lyytinen et al. 2004; Preston et al. 2010),
and their deviations in language will only become more noticeable with age,
which inevitably impacts the mastering of reading and writing skills, and es-
pecially the mastering of social and communication skills (Conti-Ramsden
and Durkin 2008; Nippold et al. 2009).
The presence of learning difficulties in mastering reading, writing and cal-
culus in a child may cause significant stress in school because the curriculum
and learning heavily rely on these skills. Academic requirements based on
these skills and teaching methods adapted to ‘average’ students without any
additional didactic or methodological adjustments can put students with
learning difficulties in a more unfavourable position compared to their typ-
ically developed peers (Kunnen and Steenbeek 1999; Martan, Skočić Mihić,
and Lončarić 2015). Due to this, we must provide additional support to such
students to help them overcome their difficulties and achieve their fullest
398
disabilities also exhibit developmental delay in understanding the concept
of counting, they use unapproved procedures in counting and make more
procedural errors when solving arithmetic problems. Unlike typically devel-
oped children, these children are unable to transition easily from the use
of counting procedures to memory-based processes, such as finding arith-
metic facts. The use of immature counting procedures in solving arithmetic
problems may arise due to poor understanding of the concept of counting,
or insufficient skill to discover and correct counting-based errors (Geary and
Hoard 2002).
When it comes to difficulties in learning and adopting mother tongue, chil-
dren with learning disabilities find it hard to master spoken and written lan-
guage in terms of understanding and producing all or some language el-
ements: phonology, morphology, semantics, syntax and pragmatics (Kolo-
granić Belić et al. 2015; Sharp and Hillenbrand 2008). These difficulties form a
heterogeneous clinical picture used to describe different profiles of language
difficulties, such as: difficulty in adopting new words and in recalling words;
problems in forming two-element or multi-element sentences; slow devel-
opment of a phonological system; difficulties in recalling phonological cod-
ing; presence of errors in verbal and noun morphology; difficulties in narra-
tion, etc. (Golubović 2005; Verhoeven and Balkom 2004). Research shows that
children who exhibit these difficulties in syntactic processing will make more
errors in tasks which require them to repeat sentences, recognise and correct
wrong suffixes, and to define the concepts of words and sentences compared
to their average peers (Ljubešić, Blažić, and Bolfan Stošić 1993). Research also
shows that children with difficulties in adopting language commonly start
talking later than their typical peers (Lyytinen et al. 2004; Preston et al. 2010),
and their deviations in language will only become more noticeable with age,
which inevitably impacts the mastering of reading and writing skills, and es-
pecially the mastering of social and communication skills (Conti-Ramsden
and Durkin 2008; Nippold et al. 2009).
The presence of learning difficulties in mastering reading, writing and cal-
culus in a child may cause significant stress in school because the curriculum
and learning heavily rely on these skills. Academic requirements based on
these skills and teaching methods adapted to ‘average’ students without any
additional didactic or methodological adjustments can put students with
learning difficulties in a more unfavourable position compared to their typ-
ically developed peers (Kunnen and Steenbeek 1999; Martan, Skočić Mihić,
and Lončarić 2015). Due to this, we must provide additional support to such
students to help them overcome their difficulties and achieve their fullest
398
