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PSYCHOLOGICAL ASPECTS OF LEARNING DISABILITIES

Iva Prvčić ; Pediatric Clinic, Children’s Hospital Zagreb, Zagreb, Croatia
Mihaela Rister Zec ; Pediatric Clinic, Children’s Hospital Zagreb, Zagreb, Croatia
Irma Barišić ; Pediatric Clinic, Children’s Hospital Zagreb, Zagreb, Croatia

Puni tekst: engleski, doc (30 KB) str. 213-214 preuzimanja: 476* citiraj
APA 6th Edition
Prvčić, I., Rister Zec, M. i Barišić, I. (2008). PSYCHOLOGICAL ASPECTS OF LEARNING DISABILITIES. Paediatria Croatica, 52 (3), 213-214. Preuzeto s https://hrcak.srce.hr/29655
MLA 8th Edition
Prvčić, Iva, et al. "PSYCHOLOGICAL ASPECTS OF LEARNING DISABILITIES." Paediatria Croatica, vol. 52, br. 3, 2008, str. 213-214. https://hrcak.srce.hr/29655. Citirano 18.07.2019.
Chicago 17th Edition
Prvčić, Iva, Mihaela Rister Zec i Irma Barišić. "PSYCHOLOGICAL ASPECTS OF LEARNING DISABILITIES." Paediatria Croatica 52, br. 3 (2008): 213-214. https://hrcak.srce.hr/29655
Harvard
Prvčić, I., Rister Zec, M., i Barišić, I. (2008). 'PSYCHOLOGICAL ASPECTS OF LEARNING DISABILITIES', Paediatria Croatica, 52(3), str. 213-214. Preuzeto s: https://hrcak.srce.hr/29655 (Datum pristupa: 18.07.2019.)
Vancouver
Prvčić I, Rister Zec M, Barišić I. PSYCHOLOGICAL ASPECTS OF LEARNING DISABILITIES. Paediatria Croatica [Internet]. 2008 [pristupljeno 18.07.2019.];52(3):213-214. Dostupno na: https://hrcak.srce.hr/29655
IEEE
I. Prvčić, M. Rister Zec i I. Barišić, "PSYCHOLOGICAL ASPECTS OF LEARNING DISABILITIES", Paediatria Croatica, vol.52, br. 3, str. 213-214, 2008. [Online]. Dostupno na: https://hrcak.srce.hr/29655. [Citirano: 18.07.2019.]
Puni tekst: hrvatski, doc (30 KB) str. 213-213 preuzimanja: 1.412* citiraj
APA 6th Edition
Prvčić, I., Rister Zec, M. i Barišić, I. (2008). PSIHOLOŠKI ASPEKTI POREMEĆAJA UČENJA. Paediatria Croatica, 52 (3), 213-213. Preuzeto s https://hrcak.srce.hr/29655
MLA 8th Edition
Prvčić, Iva, et al. "PSIHOLOŠKI ASPEKTI POREMEĆAJA UČENJA." Paediatria Croatica, vol. 52, br. 3, 2008, str. 213-213. https://hrcak.srce.hr/29655. Citirano 18.07.2019.
Chicago 17th Edition
Prvčić, Iva, Mihaela Rister Zec i Irma Barišić. "PSIHOLOŠKI ASPEKTI POREMEĆAJA UČENJA." Paediatria Croatica 52, br. 3 (2008): 213-213. https://hrcak.srce.hr/29655
Harvard
Prvčić, I., Rister Zec, M., i Barišić, I. (2008). 'PSIHOLOŠKI ASPEKTI POREMEĆAJA UČENJA', Paediatria Croatica, 52(3), str. 213-213. Preuzeto s: https://hrcak.srce.hr/29655 (Datum pristupa: 18.07.2019.)
Vancouver
Prvčić I, Rister Zec M, Barišić I. PSIHOLOŠKI ASPEKTI POREMEĆAJA UČENJA. Paediatria Croatica [Internet]. 2008 [pristupljeno 18.07.2019.];52(3):213-213. Dostupno na: https://hrcak.srce.hr/29655
IEEE
I. Prvčić, M. Rister Zec i I. Barišić, "PSIHOLOŠKI ASPEKTI POREMEĆAJA UČENJA", Paediatria Croatica, vol.52, br. 3, str. 213-213, 2008. [Online]. Dostupno na: https://hrcak.srce.hr/29655. [Citirano: 18.07.2019.]

Sažetak
Learning disabilities are a heterogeneous diagnostic category. As a specific disorder learning disabilities include reading disorders, disorders of written expression and mathematics disorders. As a general concept, learning disabilities may be categorised into four symptom complexes, which are not mutually exclusive: 1. dyslexia, 2. motor-perceptual; 3. language delay; 4. hyperactivity.
In clinical settings these neurodevelopmental disorders are diagnosed in school-aged children. The most common referral reasons are significant difficulties in school achievement or difficulties in child adjustment and functioning that are manifested through behavioural and emotional difficulties caused by learning disabilities.
Since academic achievement is an important aspect of self-esteem in childhood, school failure may result in many short-term and long-term consequences for the child’s functioning in narrow and broader social contexts, development of maladaptive behaviour and also cause the development of psychopathology. The most common short-term consequences include low academic and general self-esteem, lack of motivation for schooling and related obligations, behavioural disorders, a sense of overload in the child, peer relationship problems and a heightened level of family conflicts. The usual long-term outcomes are psychosomatic problems, affective disorders (depression, anxiety) and severe behavioural problems. Furthermore, longitudinal studies show the persistence of certain problems in adulthood.
In summary, impairments should be adequately assessed to evaluate the cognitive deficits and strengths, and a precise diagnosis should be established. Once problem areas have been identified, special teaching strategies can be devised in collaboration with the school to circumvent handicaps. Also, an important part of intervention includes counselling of parents and children.

Hrčak ID: 29655

URI
https://hrcak.srce.hr/29655

[hrvatski]

Posjeta: 3.912 *