1. Conditions, which
hindering learning

2. Undoubtedly difficulties in studying are very
worrying and its consequences can be
also extremely dangerous. The difficulty in
science is when a student does not
make satisfactory progress, or when there is a
discrepancy between the demands and
expectations from the school or
the student's own efforts and
his achievements or capabilities.
Consequences of learning
difficulties may appear in many areas, but the
most worrying are those that adversely
affect child development.

3. EXAMPLES

4. Attention deficit hyperactivity disorder
(ADHD)
ADHD is a developmental disorder. It is primarily
characterized by "the co-existence of attentional
problems and hyperactivity, with each behavior
occurring infrequently alone" and symptoms starting
before seven years of age.
ADHD is the most commonly studied and
diagnosed psychiatric disorder in children, affecting
about 3 to 5 percent of children globally and diagnosed
in about 2 to 16 percent of school aged children. It is
a chronic disorder with 30 to 50 percent of those
individuals diagnosed in childhood continuing to have
symptoms into adulthood.

5. Symptoms of ADHD
Predominantly inattentive type symptoms may include:
• Be easily distracted, miss details, forget things, and frequently switch from
one activity to another
• Have difficulty maintaining focus on one task
• Become bored with a task after only a few minutes, unless doing something
enjoyable
• Have difficulty focusing attention on organizing and completing a task or
learning something new or trouble completing or turning in homework
assignments, often losing things (e.g., pencils, toys, assignments) needed to
complete tasks or activities
• Not seem to listen when spoken to
• Daydream, become easily confused, and move slowly
• Have difficulty processing information as quickly and accurately as others
• Struggle to follow instructions.

6. Symptoms of ADHD
Predominantly hyperactive-impulsive type symptoms may
include:
• Fidget and squirm in their seats
• Talk nonstop
• Dash around, touching or playing with anything and everything in sight
• Have trouble sitting still during dinner, school, and story time
• Be constantly in motion
• Have difficulty doing quiet tasks or activities.
and also these manifestations primarily of impulsivity:
• Be very impatient
• Blurt out inappropriate comments, show their emotions without
restraint, and act without regard for consequences
• Have difficulty waiting for things they want or waiting their turns in
games

7. Dyslexia
Dyslexia is a very broad term defining a learning
disability that impairs a person's fluency or
comprehension accuracy in being able to read,
and which can manifest itself as a difficulty with
phonological awareness, phonological decoding,
orthographic coding, auditory short-term
memory, or rapid naming.

8. Subtypes of dyslexia/Curation
There are three proposed cognitive subtypes of
dyslexia: auditory, visual and attentional. Reading
disabilities, or dyslexia, is the most common
learning disability, although in research literature
it is considered to be a receptive language-based
learning disability.
There is no cure for dyslexia, but dyslexic
individuals can learn to read and write with
appropriate educational support. Early
intervention is very helpful.

9. Dysgraphia is a deficiency in the
ability to write primarily in terms of
Dysgraphia
handwriting, but also in terms of
coherence. It occurs regardless of
the ability to read and is not due to
intellectual impairment. Dysgraphia
is a transcription disability, meaning
that it is a writing disorder
associated with impaired
handwriting, orthographic coding
(orthography, the storing process of
written words and processing the
letters in those words), and finger
sequencing (the movement of
muscles required to write).

10. Classification
Dyslexic dysgraphia
People with dyslexic dysgraphia, have illegible spontaneously written work,
their copied work is fairly good, but their spelling is usually bad. Their finger
tapping speed (a method for identifying fine motor problems) is normal,
indicating that the deficit does not likely stem from cerebellar damage.
Motor dysgraphia
Motor dysgraphia is due to deficient fine motor skills, poor dexterity,
poor muscle tone, or unspecified motor clumsiness. Letter formation may be
acceptable in very short samples of writing, but this requires extreme effort
and an unreasonable amount of time to accomplish, and it cannot be
sustained for a significant length of time. Overall, their written work is poor to
illegible even if copied by sight from another document, and drawing is
difficult. Oral spelling for these individuals is normal, and their finger tapping
speed is below normal. This shows that there are problems within the fine
motor skills of these individuals. Writing is often slanted due to holding a pen
or pencil incorrectly.
Spatial dysgraphia
A person with spatial dysgraphia has a defect in the understanding of space.
They will have illegible spontaneously written work, illegible copied work, and
problems with drawing abilities. They have normal spelling and normal finger
tapping speed, suggesting that this subtype is not fine motor based.

11. Cluttering
Cluttering (also called tachyphemia) is a speech
disorder and a communication disorder characterized by
speech that is difficult for listeners to understand due to
rapid speaking rate, erratic rhythm, poor syntax or
grammar, and words or groups
of words unrelated to the
sentence. Cluttering has in the past been
viewed as a fluency disorder.

12. Stuttering
Stuttering (alalia syllabaris), also known
as stammering (alalia literalis or anarthria literalis), is
a speech disorder in which the flow of speech is
disrupted by involuntary repetitions and prolongations
of sounds, syllables, words or phrases, and involuntary
silent pauses or blocks in which the stutterer is unable
to produce sounds. The term stuttering is most
commonly associated with involuntary sound
repetition, but it also encompasses the abnormal
hesitation or pausing before speech, referred to by
stutterers as blocks, and the prolongation of certain
sounds, usually vowels and semivowels.

13. Lisp
A lisp is a speech impediment, historically also known
as sigmatism. Stereotypically, people with a lisp are
unable to pronounce sibilants (like the sound [s]), and
replace them with interdentals (like the
sound [θ]), though there are actually several kinds of lisp.
The result is that the speech is unclear.
The cause of a lisp can vary. In some instances,
the cause is physiological, and the patient has some
sort of deformity or medical condition which causes
a lisp. For example, a child with swollen
adenoids may tend to lisp, as will people who have
recurring stuffy noses. Also, a lisp can be formed
when the tongue is bruised or swollen.

14. Color blindness
Color blindness or color vision deficiency is
the inability or decreased ability to see
color, or perceive color differences, under
lighting conditions when color vision is not
normally impaired.

15. THANK YOU FOR WATCHING!