Parents and teachers alike will agree that children who struggle at school usually feel bad about their academic abilities. Most of them will certainly have some emotional problem related to the learning difficulty.
While this is probably considered to be a ‘known fact’ amongst educators, another fact, gleaned from practical experience, is that the priority seems to be on the diagnosis and remediation of the learning difficulty or disability. The need to address the emotional aspects takes a backseat.
The way emotions and learning difficulties or disabilities interact is a complex subject and not always easy to unravel. Essentially, there are some guidelines to keep in mind:
- Emotional distress may be caused by learning difficulties.Learners who fail to thrive at school may suffer from anxiety, depression, loneliness and low self-esteem – especially regarding their academic abilities
- Learning difficulties may aggravate social and emotional functioning.If a child struggles with mental processing that is severe enough to cause a learning problem, they may experience problems in nonacademic areas as well. This typically shows itself in behaviours that don’t conform to the child’s social environment. The result is escalating emotional concerns such as feelings of being misunderstood, sadness and anxiety – all on which may already be present because of the learning problem.
- Emotional issues can disguise a child’s learning disability. This may happen if the child resorts to defiant behaviours such as ‘acting-out,’ distracting behaviours such as being the ‘class clown’ or complaints about physical ailments.Adults’ focus might be on the undesired actions and the learning difficulty could be overlooked.
- Emotional issues may aggravate learning difficulties.Constant failure to succeed at school may lead to stress or feelings of inferiority which can intensify the learning problem. A child who, for example, consistently struggles with certain academic tasks may decrease the child’s ability to pay attention and concentrate on the work.
- On the other hand, a child with learning difficulties who enjoys good emotional health may find it easier to cope with challenges. This can enhance school performance.
This last finding emphasises the importance of ensuring that children with a learning difficulty or disability are well supported emotionally and socially. On the positive side, parents and teachers usually do try to understand the complexities of the interaction between emotional functioning and learning difficulties. Most do try to ensure that the help the child receives is not limited to academic remediation.
Content for this post was based on an article entitled ‘Understanding children’s hearts and minds: Emotional functioning and learning disabilities’ written by Jean Cheng Gormon and available at: www.idonline.org/article/626292/?theme=print.
The field of neuroscience is peppered with information about the strong links between movement and learning. We know through science that early movements are crucial for brain development and recently, more and more studies are appearing to support the view that children need movement to learn efficiently.
In spite of this, schools seem to be determined to limit opportunities for movement, both in classroom settings and in the school time-table. Most teachers are scared to introduce movement breaks into their classrooms for fear of discipline problems and losing control; schools are pushing for even longer times spent sitting at desks engaged in academic tasks. It seems that the fear of poor performances in standardised tests is part of the reason for the ever increasing pressure on children to learn skills through more academic time – including time spent on piles of homework.
South Africa spends a fortune on education. Despite this, the academic performance of our learners lags far behind the rest of the world. The additional time spent on academics at school and at home does not seem to be improving matters.
More importantly, if we deny our learners the chance to engage in movement during the school day and afternoons at home, we are depriving them of a vital and necessary ingredient of childhood. Children love to move; they need to move. Those who cannot sit still are labelled as disruptive, hyperactive or some other popular label. Many young children are presenting with anxiety, developmental delays and depression.
I do not believe that so many of our children are so incapable of learning skills and acquiring knowledge. Those who report to Integrated Learning Therapy (ILT) practitioners are found to be bright and capable but very often not learning ready. Those children have not had the chance to develop the neural networks needed for efficient learning. The reason may well be because they were and still are deprived of the movement opportunities needed for this to happen.
It is time for pre-school educators to face this challenge and introduce brain-developing movements into their daily programme. ILT has carefully worked out programmes for them to follow – designed because we are passionate about ensuring that our young learners succeed at school. These movements prime the brain for learning.
Two examples of the significance of movement:
It helps to understand the role of the ‘movement centre of the brain’ in learning. The area of brain responsible for coordinated movements is called the cerebellum. This is also known as the ‘little brain’ at the base of the big brain (the cerebral cortex). Although it might look very much smaller, it is incredibly densely packed with brain cells. Nerve cells (neurons) do not all run from the cortex to the cerebellum so that the brain can ‘order’ the cerebellum to move the body around easily. Instead, most of the cerebellar neurons are outbound, meaning that they travel from the cerebellum up to the cortex. In terms of brain function, this means that during learning, information is sent to the cerebellum, where the absorbed information is processed, practiced, timed, rehearsed and corrected before it is sent back to the areas of the cortex that are responsible for the motor response or action. In other words, when we learn a new word, the action is to say or spell the word; when we learn a new maths skill, the action is to perform the skill by solving a maths problem. This shows that the cerebellum is an area crucial to the learning process. All new information passes through the cerebellum before it becomes a learned skill or new piece of knowledge.
Secondly, we need to understand the role of the sensory motor system.
We use our senses to help our brains ‘know’ what is going on in the external world. The media these days publishes many articles about how a child needs good sensory integration in order to be able to pay attention and learn. It is fairly obvious that our senses of sight, hearing, touch and so on have to be functioning well so that we can absorb learning events. But sitting for long periods of time does not stimulate all the senses. Listening to a teacher’s voice might stimulate the auditory system but this is one of the least developed senses in a young child! Compare this to a child who is playing outside. Actions such as swinging, sliding, building sand castles, playing catch, skipping rope and so on, engage multiple sensory motor systems at the same time. These actions are firing neurons that are similarly needed in paying attention – a crucial ability in a classroom.
We need parents and teachers to join forces to encourage a change in all our classrooms and time-tables. Movement needs to be a major focus during the school day – rather than be seen as a misbehaviour.
Your child’s school may have requested that you arrange for an IQ test to be done, possibly along with a fuller educational assessment – most often by an Educational Psychologist. We usually understand the reason for and content of tests to determine reading, maths and spelling ages, but many parents are unsure of the nature and reason for the ‘IQ’.
The letters IQ stand for Intelligence Quotient. The test is the most common method to measure intelligence and its value lies mostly in its ability to predict a child’s chances of school success fairly accurately. Most school subjects require those mental skills and knowledge that are tested by the items comprising the IQ battery of subtests.
IQ tests are based on statistics and the child’s results will reflect her academic abilities as compared to other children of the same age.
The average IQ score is around 100 but a ‘normal’ or ‘average’ IQ can fall anywhere between the scores of 71 – 129, being further divided into ‘below average’ or ‘above average’ if nearing these scores respectively. The two extremes would be IQ scores of less than 70 and more than 130. Children falling into these extremes would account for roughly 2.5% each of the entire population of children. They are described as ‘special needs’ children because on the one hand, having an IQ score of under 70 may suggest that academic success will be difficult to achieve, while an IQ score of over 130 places one in the category of ‘gifted’, meaning that academic potential is extraordinarily high. Children in both these categories need special help with their widely differing educational, social and emotional needs
Typically, IQ scores can be used to predict future scholastic levels although this type of prediction can be misleading. Many children cope with high levels of education due to determination and perseverance. However, for the sake of clarity, here are the widely accepted levels
IQ over 110: The individual should be capable of a university or other tertiary education
IQ between 90 – 110: Capable of completing secondary education and beyond
IQ between 80 – 89: Capable of completing High School or a technical education
IQ between 70 – 79: May have difficulties in High School
IQ below 70: Needs special education
IQ tests are conducted by trained psychologists who are qualified to administer these tests. Most IQ tests consist of two broad parts: a subtest which tests verbal skills such as vocabulary and general knowledge and a performance subtest which tests visual, motor and spatial skills.
tests are believed to be unreliable below the age of six . Between the ages of 6 – 18, test results are fairly reliable but may fluctuate depending on environmental factors such as exposure to languages (especially the language used to test), learning opportunities and family support. The average child may have an IQ score that varies by up to 15 points during the ten years or so of schooling. This is why IQ scores should not be taken too seriously in spite of its importance as a predictor of later scholastic success.
What IQ tests can’t measure
IQ tests can’t determine success in life. Success depends on a combination of intelligence, social skills, endurance and even a healthy dose of chance or opportunity. An IQ represents only the chances of a child’s achieving in the academic sphere. It cannot predict or substitute for attitude, motivation and interest. In addition, it can’t test for specific talents such as musical or artistic potential, physical prowess, creative thinking, leadership and social skills.
In short, it can be used as a helpful tool in understanding more about a child’s academic potential but falls far short in defining the essential nature of the child. We are all far, far more and less than our IQ scores may suggest!
If a child has learning difficulties, an IQ score will almost certainly be required. The results cannot, however, fully explain the reasons for the challenges he or she experiences at school