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INVESTIGATION INTO LEARNING DIFFICULTIES ADOLESCENTS ENCOUNTER AND THE EFFECTS ON THEIR ACADEMIC PERFORMANCES IN SCHOOLS

(A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN LAGOS STATE)

BY

EGBO AGWU EKENEDILICHUKWU

(PGDE/2011/5104)

A PROJECT SUBMITTED TO THE NATIONAL TEACHERS INSTITUTE (NTI), KADUNA

IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF THE AWARD FOR POST GRADUATE

DIPLOMA IN EDUCATION (PGDE)

DECEMBER, 2011

APPROVAL

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We, the undersigned, certify that this project work titled An Investigation into Learning Difficulties

Adolescents Encounter and the Effects on their Academic Performances in schools was carried out

by Mr. Egbo Agwu Ekenedilichukwu, in award of Post Graduate Diploma in Education (PGDE)

We also certify that the work is adequate in scope and quality in partial fulfillment of the requirements

for the award of Post Graduate Diploma (PGDE) in Education.

_________________ ________________ Project Supervisor Date Dr. J.A. Farayola

___________________ _________________ Center Coordinator Date Dr. J.A. Farayola

DEDICATION

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This project is dedicated to God Almighty, the giver of understanding, knowledge and wisdom for His

continues faithfulness and providence.

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ACKNOWLEDGEMENT

I am grateful to God Almighty who has made it possible for the successful completion of the

programme.

My profound gratitude also goes to my Mum & Dad Mr. & Mrs. C. A. Agwu for their Love,

Encouragement and Moral support.

Special thanks to my amiable supervisor (Dr. J.A. Farayola) for his fatherly advice, moral

support and assistance as well as painstakingly going through this project work to ensure it came out

successfully.

I am also highly indebted to my wonderful family for their love, encouragement and support.

Many thanks to my worthy friends and brothers – Egbo Daniel, Egbo John, Blessing Ogaso, Chuks

Augustus, Akala Courage, Okosun Nicholas, Odibei Churchill, Haidome Chidi, Egbo Afamefuna,

Jennifer Ebhomielen e.t.c.

My appreciation also goes to my facilitators in the NTI Postgraduate programme especially

and all authors whose works were cited in this project, I say a big thank you.

Egbo Agwu Ekendilichukwu

(PGDE/2011/5104)

December, 2011

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TABLE OF CONTENTS

Pages

Title page i

Certification ii

Dedication iii

Acknowledgement iv

Abstract v

Table of contents vi

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Purpose of the Study

1.4 Research Questions

1.5 Significance of the Study

1.6 Scope of the Study

1.7 Limitation of the Study

1.8 Operational definition of Terms

CHAPTER TWO

LITERATURE REVIEW

2.1 Adolescent period & its characteristics

2.1.1 Developmental Stages of adolescents

2.02 Challenges and developmental tasks of adolescents

2.03 What is learning difficulties?

2.3.1 How common are learning difficulties?

2.3.2 What are the causes learning difficulties and disorders

2.04 Symptoms of learning difficulties in Adolescents in secondary schools

2.05 Types of learning disabilities and its effects in academic performance of

Adolescents

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2.5.1 General and specific learning difficulties

2.5.2 Causes of general learning difficulties/disorders

2.06 Learning difficulties and giftedness

2.07 Role of parents in enhancing the academic performances of children/adolescents with learning

difficulties/disorders

2.7.1 TIP for teachers of children with learning disabilities

2.7.2 Government intervention to ameliorate the plight of children with learning difficulties.

2.08 Hope for learning difficulties: The brain can be changes

2.81 Identification & diagnosis of learning difficulties and disorders

2.8.2 Integration, sequencing and abstraction: Technical terms for how the brain Work.

2.8.3 Is there any treatment for learning difficulties/disabilities?

2.8.4 What is the prognosis for learning difficulties/disabilities

2.09 Problems with Shorthand notation

CHAPTER THREE

METHODOLOGY

3.00 Introductions

3.01 Research Design

3.02 Research population

3.03 Sample & Sampling technique

3.04 Research Instrument

3.05 Method/Technique of Data Collection

3.06 Method of date analysis

CHAPTER FOUR

FINDINGS AND ANALYSIS

4.00 Data Analysis & Interpretation

4.01 Testing the research questions

4.02 Findings & Discussions

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4.03 Interview & discussions

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

5.2 Conclusions

5.3 Recommendations

Reference

Appendixes

ABSTRACT

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This study was focused on An Investigation into Learning Difficulties Adolescents Encounter and the Effects on Their Academic Performances in Schools. The objective of the study and its significance were highlighted. Related literatures were reviewed to give the researcher an insight into the work of others in the area of study. This gave the researcher a sound background of the study to determine the viability and feasibility of the research work. The problem embedded in the system under study was made acquainted to the researcher through the review of literature. The data collected was analyzed using simple percentage method. Based on the findings, it was discovered that learning difficulties affected the academic performances of adolescents in Lagos State Secondary Schools. That higher percentage of the entire respondents agreed that environmental and biological factors influence learning difficulties in children/adolescents. Also that learning difficulties affected adolescents in learning maths, language, sciences, shorthand etc. and that gifted children/adolescents also have learning difficulties. Higher percentage of the entire respondents agreed that the assistance of teachers & parents enhanced the academic performances of adolescents with learning difficulties in schools. The researcher recommended the following among others that; Children/adolescents with learning disabilities are often very good at a variety of things; that parents should find out what their child really enjoys doing, such as dancing, playing soccer, or working with computers; and give their children plenty of opportunities to pursue areas of their strengths and talents. Parents should find out the ways their children learn best i.e. (Does he or she learn by hands-on practice, looking, or listening?) and help them learn through their areas of strength. Teachers should review the student's evaluation records to identify where specifically the student has trouble. Talk to specialists in their school (e.g., special education teacher) about methods for teaching these students. Provide instruction and accommodations to address the student's special needs. Teachers should teach organizational skills, study skills, and learning strategies. These will help all students but are particularly helpful to those with learning disabilities. And teachers should work with the student's parents to create an educational plan tailored to meet the student's needs.

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CHAPTER ONE

1.01 BACKGROUND TO THE STUDY

Learning difficulties, disorders and disabilities can affect people-their whole life, in school, work,

social, and family situations. Learning Disabilities (LD) are handicaps in the same way that blindness is a

handicap, but it is deceiving: the visible symptoms of the learning disabilities are sometimes hidden and hard

to identify. Learning difficulties are disorders that affect people's ability to learn, interpret what they hear or

see, or process information. There are many ways that Learning disabilities can show up: in writing, reading,

speaking, hearing, learning, or difficulties with attention.

There are many causes of learning difficulties, some can be identified and some can't be. Sometimes

there may be errors in the development of the fetal brain caused by genetic factors. Drug and alcohol use

during pregnancy may be a factor. Environmental factors such as lead or other toxins in childhood could be

a factor.

Learning difficulties used to be known as mental handicap or mental retardation. Other terms

sometimes used are general or global developmental delay. A child with a general learning difficulty finds

it more difficult to learn, understand and do things compared to other children of the same age. Like all

children and young people, adolescents with learning difficulties continue to progress and learn throughout

their childhood - but more slowly.

The degree of disability can vary greatly. Some children will never learn to speak and so are likely

when they grow up to need help in looking after themselves - feeding, dressing or going to the toilet. On the

other hand, the disability may be mild and the child will grow up to become independent.

General learning difficulty is different from specific learning difficulty which means that the person

has difficulties in one or two areas of their learning, but manages well in other areas of their development.

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For example, a child can have a specific learning difficulty in reading, writing or understanding what is said to

them, but have no problem with learning skills in other areas of life.

Adolescents or young people who have a general learning disability are aware of what goes on

around them. However, their ability to understand and communicate may be limited, and they can find it hard

to express themselves. Speech problems can make it even harder to make other people understand their

feelings and needs. They can become frustrated and upset by their own limitations. When they compare

themselves to other children, they can feel sad or angry and think badly of themselves.

For parents, it can be distressing to find out that their child has a general learning disability. It may be

hard for them and other members of the family to understand why the child is like this. It can also be hard to

communicate with the learning disabled child, difficult to manage the child‘s behaviour and hard for other

people to understand why this situation arises.

Brothers and sisters may be affected in a number of ways. They may feel jealous of the attention

given to their disabled brother or sister or embarrassed by their behaviour. They may even be teased at

school. Quite often they can feel personally responsible for their disabled sibling or their distressed parent.

http://www.rcpsych.ac.uk/mentalhealthinfo/mentalhealthandgrowingup/learningdisability.aspx.

Learning disabilities (LD) vary from person to person. One person with learning disabilities may not

have the same kind of learning problems as another person with learning disabilities. One person may have

trouble with reading and writing. Another person with learning disabilities may have problems with

understanding math. Still another person may have trouble in each of these areas, as well as with

understanding what people are saying.

Researchers think that learning disabilities are caused by differences in how a person's brain works

and how it processes information. Children with learning disabilities are not "dumb" or "lazy." In fact, they

usually have average or above average intelligence. Their brains just process information differently.

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There is no "cure" for learning difficulties. They are life-long. However, children with learning

difficulties can be high achievers and can be taught ways to get around the learning difficulty. With the right

help, children with learning disabilities can and do learn successfully.

http://www.medicinenet.com/learning_disability/page6.htm

Individuals with learning differences may appear to possess the characteristics of a person with

learning difficulties. However, it is only when they are so pervasive or severe that they markedly interfere

with learning or day-to-day living that a learning disability is suspected

1.02 STATEMENT OF THE PROBLEM

There has been neglect by parents, teachers and government on the fact that sometimes

adolescents have trouble expressing their feelings, calming themselves down and reading nonverbal cues

which can lead to difficulties in the classroom and with their peers. Some people who are exceptionally

skilled with language and even become English teachers have difficulty balancing their checkbooks. Others

who are nuclear physicists never do learn to spell correctly. Many people never fail a subject in school but

are at a complete loss when figuring out a diagram for making a simple house repair. Similarly, children may

experience real success in some school subjects, yet find other school task very difficult, frustrating or time

consuming to complete. ―He has the ability. If he just tried harder, he could do it. He chooses not to do the

work‖. ―if she would just pay attention pay attention, she would get it‖ After I give the instruction, he sits there

and stare at his paper. He is not motivated‖. Children with learning difficulties cannot try harder, pay close

attention or improve motivation on their own; they need help to learn how to do those things. A learning

difficulty is not a problem with intelligence. The problem therefore is to identify the various forms, causes and

symptoms of learning difficulties and how it affects the academic performances of adolescents in Lagos state

secondary schools.

1.03 PURPOSE OF THE STUDY

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This research study attempts to report a survey investigation into learning difficulties adolescents

encounters and the effects on their academic performances in schools with a particular focus on some

randomly selected adolescents, parents and educationists in Lagos State secondary schools. This study is

specially undertaken to ascertain the following:

The extent to which learning difficulties affect the academic performances of adolescents in

secondary schools.

The extent to which gifted children/adolescents have learning difficulties

The role of parents/teachers in enhancing the academic performances of children/adolescents

with learning difficulties in secondary schools.

The treatment for learning disabilities.

The symptoms and types of learning difficulties and disorders in children/adolescents in schools.

How learning difficulty affected Adolescents in learning maths, language and shorthand in

schools.

1.04 RESEARCH QUESTIONS

1. To what extent have learning difficulties affected the academic performances of adolescents in

schools in Lagos state secondary schools?

2. To what extent do environment and biological factors constitute learning difficulties in

children/adolescents?

3. To what extent have learning difficulties affected Adolescents in learning maths, language and

shorthand?

4. To what extent can gifted children/adolescents have learning difficulties?

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5. To what extent has the assistance of teachers & parents enhanced the academic performances of

adolescents with learning difficulties in schools?

1.05 SIGNIFICANCE OF THE STUDY

The outcomes of the study would be of immense and pertinent value to create the desired

awareness/enlightenment as regards to the symptoms and types of learning difficulties and disorders in

children/adolescent as well as its implications on their academic performances.

The findings will help adolescents with learning difficulties understand themselves and adopt

appropriate learning that will enable them cope academically.

It will provide comprehensive information for counselors, educators, parents and government on how

they can assist adolescents to deal with their peculiar learning difficulties.

It will serve as a contribution to knowledge on adolescents and learning difficulties in Nigeria. In this

regard, it will be useful for other researchers who might want to carry out research in related areas.

1.06 SCOPE OF THE STUDY

This project work is limited to an investigation into learning difficulties adolescents‘ encounter and the

effects on their academic performance in secondary schools. The research work covers Lagos State

secondary schools as a case study.

1.07 LIMITATION OF THE STUDY

Apart from time frame and shortage of funds, the major limitation of this research is the inability of

the researcher to cover the whole Local Government Areas in Lagos State as the Title suggests.

1.08 OPERATIONAL DEFINITION OF KEY TERMS

a. Adolescence: refers to the transitory period where a child moves to adulthood. The adolescent

years fall within 12-18 years.

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b. In-School Adolescents: refers to adolescents who are still in the formal school system as opposed

to those who have dropped out of school.

c. Academic performance: refers to the intellectual ability of an individual when it comes to academics

or education.

d. Learning difficulty/disability/disorder: refers to a significant gap between a person‘s intelligence

and the skills the person has achieved at each age.

e. Dyslexia: refers to difficulty with language i.e. difficulty in reading, spelling, understanding language

one hear or expressing oneself clearly in speaking or in writing.

f. Dysgraphic: refers to a neurological-based writing disability in which a person finds it hard to form

letters or write a defined space.

g. Dyscalculia: refers to a mathematical disability in which a person has unusual difficulty solving

arithmetic problems and grasping maths concepts.

h. Dyspraxia (sensory integration disorder): refers to problem with hand-eye coordination, balance,

manual dexterity i.e. difficulty with fine motors skills.

i. Auditory processing disorder: refers to problems with reading, comprehension, language i.e.

difficulty hearing differences between sounds.

j. Visual processing disorder: refers to problem with reading, math, maps, charts, symbols, picture

i.e. difficulty interpreting visual information.

k. Attention Deficit Hyperactivity Disorder (ADHD): refers to learning disorders that make the

sufferers have problems with sitting still, staying focused, following instructions, staying organized

and completing homework.

l. Autism: Children with an autism spectrum disorder may have trouble making friends, reading body

language, communicating and making eye contact.

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m. Specific learning difficulty: an adolescent with a specific learning difficulty is as able as any other

child, except in one or two areas of their learning.

CHAPTER TWO LITERATURE REVIEW

2.00 ADOLESCENCE PERIOD AND ITS CHARACTERISTICS

This period of adolescence is referred to a period of transformation because the child experiences

accelerated growth (growth spurts) between childhood and adulthood where he/she changes from a child to

a mature adult. Thus, adolescence is the period of psychological, physiological and social transition between

childhood and adulthood. In common usage, adolescent and teenager may be considered synonymous.

Adolescence is the transitional stage of human development in which a juvenile matures into an adult. This

transition involves biological (i.e. pubertal) social and psychological changes though the biological changes

are the easiest to measure objectively.

This period is identified with dramatic changes in the body along with developments in a person‘s

psychology and academic career. The ages of adolescent varies by culture. The World Health Organization

defined adolescence as the period of life between 10 and 19 years of age. In Nigeria, adolescence is

generally considered to begin between ages 12 and 14 and ends at 19 or 20.

As distinct from the valued interpretation of who is considered an ―adolescent‖ the word teenager is

more easily defined. It describes a person who is thirteen to nineteen years of age.

According to Wikipedia, Adolescence is a transitional stage of physical and mental human

development generally occurring between puberty and legal adulthood (age of majority), but largely

characterized as beginning and ending with the teenage stage.

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According to Erik Erikson's (1989) stages of human development, for example, a young adult is

generally a person between the ages of 20 and 40, whereas an adolescent is a person between the ages of

13 and 19.

Historically, puberty has been heavily associated with teenagers and the outset of adolescent

development. However, the start of puberty has had somewhat of an increase in preadolescence

(particularly females, as seen with early and precocious puberty), and adolescence has had an occasional

extension beyond the teenage years (typically males) compared to previous generations. These changes

have made it more difficult to rigidly define the period in which adolescence occurs.

The end of adolescence and the beginning of adulthood vary by country and by function, and

furthermore even within a single nation-state or culture there can be different ages at which an individual is

considered to be (chronologically and legally) mature enough to be entrusted by society with certain tasks.

Such milestones include, but are not limited to, driving a vehicle, having legal sexual relations, serving in the

armed forces or on a jury, purchasing and drinking alcohol, voting, entering into contracts, completing certain

levels of education, and marrying.

Adolescence is usually accompanied by an increased independence allowed by the parents or legal

guardians and less supervision, contrary to the preadolescence stage.

Adolescence is characterized by a number of cognitive, emotional, physical and attitudinal changes,

which can be a cause of conflict on the one hand and positive personality development on the other. The

California Department of Education Publications (2001) identified five major developmental characteristics

that are peculiar to the adolescents. These are intellectual development, physical development,

psychological development, social development and lastly moral and ethical development.

A. Intellectual Development: Adolescents

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1. Display a wide range of individual intellectual development as their minds experience transition

from the concrete-manipulatory stage to the capacity for abstract thought. This transition

ultimately makes possible:

Propositional thought.

Consideration of ideas contrary to fact.

Reasoning with hypotheses involving two or more variables.

Appreciation for the elegance of mathematical logic expressed in symbols.

Insight into the nuances of poetic metaphor and musical notation. Analysis of the power

of a political ideology

Ability to project thought into the future, to anticipate, and to formulate goals

Insight into the sources of previously unquestioned attitudes, behaviors, and values

Interpretation of larger concepts and generalizations of traditional wisdom expressed

through sayings, axioms, and aphorisms

2. Are intensely curious.

3. Prefer active to passive learning experiences; favor, interaction with peers during learning

activities.

4. Exhibit a strong willingness to learn things they consider to be useful; enjoy using skills to solve

real life problems.

5. Are egocentric; argue to convince others, exhibit independent, critical thought.

6. Consider academic goals as a secondary level of priority, personal social concerns dominate

thoughts and activities.

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7. Experience the phenomenon of metacognition; the ability to know what one knows and does not

know.

8. Are intellectually at-risk; face decisions that have the potential to affect major academic values

with lifelong consequences.

B. Physical Development : Adolescents

1. Experience accelerated physical development marked by increases in weight, height, heart size,

lung capacity, and muscular strength.

2. Mature at varying rates of speed. Girls tend to be taller than boys for the first two years of early

adolescence and are ordinarily more physically developed than boys.

3. Experience bone growth faster than muscle development; uneven muscle/bone development

results in lack of coordination and awkwardness; bones may lack protection of covering muscles

and supporting tendons.

4. Reflect a wide range of individual differences, which begin to appear in prepubertal and pubertal

stages of development. Boys tend to lag behind girls. There are marked individual differences in

physical development for boys and girls. The greatest variability in physiological development

and size occur at about age thirteen.

5. Experience biological development five years sooner than adolescents of the last century; the

average age of menarche has dropped from seventeen to twelve years of age.

6. Face responsibility for sexual behavior before full emotional and social maturity occurred.

7. Show changes in body contour including temporarily large noses, protruding ears, long arms;

have posture problems.

8. Adolescents are often disturbed by body changes.

Girls are anxious about physical changes that accompany sexual maturation.

Boys are anxious about receding chins, cowlicks, dimples, and changes in their voices.

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9. Experience fluctuations in basal metabolism which can cause extreme restlessness at times and

equally extreme listlessness at other moments.

10. Have ravenous appetites and peculiar tastes; may overtax digestive system with large

quantities of improper foods.

11. Lack physical health, have poor levels of endurance, strength, and flexibility.

12. Are physically at-risk; major causes of death are homicide, suicide, accident, and leukemia.

C. Psychological Development Adolescents

1. Are often erratic and inconsistent in their behavior; anxiety and fear are contrasted with periods

of bravado; feelings shift between superiority and inferiority.

2. Have chemical and hormonal imbalances which often trigger emotions that are frightening and

poorly understood; may regress to more childish behavior patterns at this point.

3. Are easily offended and are sensitive to criticism of personal shortcomings.

4. Tend to exaggerate simple occurrences and believe that personal problems, experiences, and

feelings are unique to themselves.

5. Are moody, restless; often feel self-conscious and alienated; lack self-esteem, are introspective.

6. Are searching for adult identity and acceptance even in the midst of intense peer group

relationships.

7. Are vulnerable to naive opinions and one-sided arguments.

8. Are searching to form a conscious sense of individual uniqueness "Who am I?‖.

9. Have emerging sense of humor based on increased intellectual ability to see abstract

relationships; appreciate the "double entendre".

10. Are optimistic.

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11. Are psychologically at-risk; at no other point in human development is an individual likely to

encounter so much diversity in relation to oneself and others.

D. Social Development: Adolescents

1. Experience often traumatic conflicts due to conflicting loyalties to peer groups and family

2. Refer to peers as sources for standards and models of behavior; media heroes and heroines are

also singularly important in shaping both behavior and fashion.

3. May be rebellious towards parents but still strongly dependent on parental values; want to make

own choices, but the authority of the family is a critical factor in ultimate decisions.

4. Are impacted by high level of mobility in society; may become anxious and disoriented when peer

group ties are broken because of family relocation to other communities.

5. Are often confused and frightened by new school settings which are large and impersonal.

6. Act out unusual or drastic behavior at times; may be aggressive, daring, boisterous, and

argumentative.

7. Are fiercely loyal to peer group values; sometimes cruel or insensitive to those outside the peer

group.

8. Want to know and feel that significant adults, including parents and teachers, love and accept

them; need frequent affirmation.

9. Sense negative impact of adolescent behaviors on parents and teachers; realize thin edge

between tolerance and rejection, feelings of adult rejection drive the adolescent into the relatively

secure social environment of the peer group.

10. Strive to define sex role characteristics; search to establish positive social relationships with

members of the same and opposite sex.

11. Experience low risk-trust relationships with adults who show lack of sensitivity to adolescent

characteristics and needs.

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12. Challenge authority figures; test limits of acceptable behavior.

13. Are socially at-risk; adult values are largely shaped conceptually during adolescence; negative

interactions with peers, parents, and teachers may compromise ideals and commitments.

E. Moral and Ethical Development : Adolescents

1. Are essentially idealistic; have a strong sense of fairness in human relationships.

2. Experience thoughts and feelings of awe and wonder related to their expanding intellectual and

emotional awareness.

3. Ask large, unanswerable questions about the meaning of life do not expect absolute answers but

are turned off by trivial adult responses.

4. Are reflective, analytical, and introspective about their thoughts and feelings.

5. Confront hard moral and ethical questions for which they are unprepared to cope.

6. Are at-risk in the development of moral and ethical choices and behaviors, primary dependency

on the influences of home and church for moral and ethical development seriously compromises

adolescents for whom these resources are absent, adolescents want to explore the moral and

ethical issues which are confronted in the curriculum, in the media, and In the daily interactions

they experience in their families and peer groups.

2.1.1 DEVELOPMENTAL STAGES OF ADOLESCENT

The period from 11 to 14 years of age is characterized by marked physical changes that make

adolescents extremely vulnerable to perceptions of how they appear to others. In addition, behavioural

changes are common with the onset of early adolescence and include fatigue, increased sleeping, irritability,

secretiveness, and easy embarrassment. Fatigue and increased sleeping may be related to the physical

changes of a growth spurt. The marked physical changes, which include growth of body hair and genital

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development. Each adolescent responds differently to bodily changes and consequential psychological

effects, but family and peer relationship can help guide this development.

Cognitive skills in adolescents also show broad change; as described by Piaget. With concrete

thinking, an early adolescent understands issues as absolute truths such as right and wrong. Concrete

thinkers may understand simple cause and effect and relate this to themselves egocentrically. This rigid

framework gives way to abstract reasoning and the understanding of complex interrelationships that Piaget

described as formal operative thought. Although the onset of formal operative thought may come in early

adolescence, refinement of these cognitive skills occurs throughout adolescence. As an outcome of this

developmental process, the late adolescent applies hypothetical and deductive reasoning skills for

consideration of multiple viewpoints, critical decision-making and contemplation of long-term consequences.

Experience and environment can influence cognitive development. Although parents and schools

take responsibility for shaping the mental growth of an adolescent, the variety of sources from which

adolescent learn proactively are no less important. Television and the internet are technological source from

which adolescents learn about society. Volunteer groups, sports teams, recreational activities and religious

groups are social avenues in which teens gain knowledge of self and society.

As the adolescent participates in these groups, he or she may develop problem on adult authority

figures, which are not uncommon in early and mid adolescent social development.

Trips to museums can improve a child‘s vocabulary, thinking and reasoning skills. Sport team and

monitoring programs can teach co-operation, loyalty, and respect (moral thinking). In contrast, adolescents

who join a street gang can learn distortions of these skills with detrimental effects. Negative influences are

promoted heavily by media and advertising campaigns. Media and advertising portrayals can lead to poor

body image and acceptance of poor school performance.

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A. Middle Adolescence

The physiologic changes that characterize early adolescence generally are completed by 15 to 17

years (middle adolescence) for girls, whereas boys still are maturing during this phase. However, most

adolescents are secure in their sexual identities. They are better able to understand relationships as well as

expectations and their roles in society. As mentioned previously, participation in a variety of extracurricular

activities helps them achieve their understanding. School academic performance may be stressful, there is

need to help adolescents learn to deal with such stress.

B. Late Adolescence

Although, late adolescence is characterized by formal operative thinking (abstract thought). It is

important to realize that a person in this stage is not always consistent in his or her thought. The goal of

independence dominates thinking; vocational, educational, and personal issues are major decision.

2.02. CHALLENGES AND DEVELOPMENT TASK OF ADOLESCENT

Adolescent can only achieve meaningful social and psychological maturity if he is able to master

successfully roles expected of him or her at different stages of life. The process of growing to fulfil such roles

has been termed developmental tasks or developmental vectors. According to Havinghurst (1953), a

developmental task is a task, which arises at or about certain period in the life of individual, successful

achievement of which leads to his happiness and to success with later task. In Erickson‘s view; those who

succeed will establish a sense of identity and those who fail will suffer role confusion. The adolescent is

therefore forced with the task of developing acceptable, functional and stable self-concepts. Average

adolescent is weighed down or bothered with some tasks, which are developmental in nature and very

challenging to the extent that they could make or mar the adjustment mechanism of an average adolescent.

Some of these tasks might look funny, casual or ordinary but their influences and consequences cannot be

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over emphasized when considering how well an adolescent child will cope in future. Havinghurst (1963)

identified the following developmental task the adolescent has to contend with which are as follows;

(i) Physical Problems:

Closely related to the above are physical problems. An average adolescent is much bothered with

his physical appearance. A female may see herself too short or too fat, as beautiful or ugly. All these have a

far reaching implication on the child. Their reasoning and thinking at such time is all about asking questions

like ―am I presentable, am I beautiful enough, am I handsome enough etc‖. All these are important as it can

either make or mar them. These are period when many of them are faced with labelling from friends and

neighbours who give them names based on their stature or weaken their intellectual capacity.

(ii) Choosing life career

Choice of vocation or career to spend the rest of ones life doing is another developmental task that

the adolescents child contend with. As such period, for many, there are struggle of what career to choose. In

fact, many get confuse at this junction and need so much informational help to guide them in making up the

choice of a vocation. Some at this point have not come to the full knowledge of who they are, which is one of

the things to be considered in making a choice of career ―A‖ just because of the influence they are having

around them and those often times don‘t bring out a realistic or attainable choices

(iii) Achieving adult role

Kindu and Tutoo (1988) opined that since adolescence is a long period of dependence, the problem

and process of weaning becomes important for the survival of adolescent to get them weaned away from the

physical dependence to get of psychological sense in it. It does not only means freedom from physical and

emotional dependence on parent but it also implies to build up one‘s own sense of ego and self in them. The

degree to which sense of responsibility is inculcated in adolescents is a factor that conditions growth and

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development process in them. As a task, adolescent begins to bear responsibility as a sign of development

and maturity. They begin to learn how to discharge their duties and obligations without guidance from elders.

Other developmental task adolescents contended with includes achieving emotional independence,

preparation for family life and adapting to social life. One may tend to wonder that at what age should a child

have all this points discussed above to be an issue.

2.03 WHAT IS LEARNING DIFFICULTIES?

The definition of a Learning Disability is 'a significant gap between a person's intelligence and the

skills the person has achieved at each age.'

Learning disabilities can affect people their whole life, in school, work, social, and family situations.

Learning Disabilities (LD) are handicaps in the same way that blindness is a handicap, but it is deceiving: the

visible symptoms of the disabilities are sometimes hidden and hard to identify. Learning disabilities is a

disorder that affects people's ability to learn, interpret what they hear or see, or process information. There

are many ways that Learning disabilities can show up: in writing, reading, speaking, hearing, learning, or

difficulties with attention.

Learning disability is a general term that describes specific kinds of learning problems. A learning

disability can cause a person to have trouble learning and using certain skills. The skills most often affected

are:

reading,

writing,

listening,

speaking,

reasoning, and

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Doing math.

Our nation's special education law, the Individuals with Disabilities Education Act, defines a specific learning

disability as . . .

". . . a disorder in one or more of the basic psychological processes involved in understanding or in using

language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write,

spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury,

minimal brain dysfunction, dyslexia, and developmental aphasia." However, learning disabilities do not

include, "...learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental

retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage." 34 Code of

Federal Regulations §300.7(c)(10) http://www.medicinenet.com/learning_disability/page6.htm

It is not always easy to identify one group of people who are clearly LD and another group

who are not. All of us have learning differences and difficulties. Some people who are exceptionally skilled

with language and even become English teachers have difficulty balancing their checkbooks. Others who

are nuclear physicists never do learn to spell correctly. Many people never fail a subject in school but are at

a complete loss when figuring out a diagram for making a simple house repair. Similarly, children may

experience real success in some school subjects, yet find other school tasks very difficult, frustrating, or time

consuming to complete.

Individuals with learning differences may appear to possess the characteristics of a person with

learning disabilities. However, it is only when they are so pervasive or severe that they markedly interfere

with learning or day-to-day living that a learning disability is suspected.

2.3.1 HOW COMMON ARE LEARNING DISABILITIES?

According to the Twenty-fourth Annual Report to Congress, U.S. Department of Education, 2002,

―Very common! As many as 1 out of every 5 people in the United States has a learning disability. Almost 3

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million children (ages 6 through 21) have some form of a learning disability and receive special education in

school. In fact, over half of all children who receive special education have a learning disability‖. While

observing the mandatory one year National Youth Corps Service (NYSC) in 2008, as a classroom teacher in

Community Secondary school Nung Ita/Ikot Ibritam in Oruk Anam Local Government Area of Akwa Ibom

State, the researcher observed that one out of every four students in the schools had one form of learning

difficulties or the other. Some could speak good English but cannot representing it in writing, while others

could write but could not communicate effectively in English language. In some cases majority had phobia

for math, sciences etc.

2.3.2 WHAT ARE THE CAUSES OF LEARNING DIFFICULTIES AND DISORDERS?

There are many causes of Learning disabilities, some can be identified and some can't be.

Sometimes there may be errors in the development of the fetal brain caused by genetic factors. Drug and

alcohol use during pregnancy may be a factor. Environmental factors such as lead or other toxins in

childhood could be a factor

Learning disorders could also be caused by a difference in the brain that affects how information is

received, processed, or communicated. Children and adults with learning disabilities have trouble processing

sensory information because they see, hear, and understand things differently.

2.04 SYMPTOMS OF LEARNING DIFFICULTIES IN ADOLESCENTS IN SECONDARY SCHOOLS

Warning signs of learning disabilities in adolescents in secondary school occur as a pattern of behaviour to a

significant degree over time. They include the following:

Language/Mathematics/Social Studies

Avoidance of reading and writing

Poor handwriting

Tendency to misread information

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Difficulty summarizing

Poor reading comprehension

Difficulty understanding subject area textbooks

Trouble with open-ended questions

Continued poor spelling

Poor grasp of abstract concepts

Poor skills in writing essays

Difficulty in learning foreign language

Poor ability to apply math skills

Attention/Organization

Difficulty staying organized

Trouble with test formats, such as multiple choice

Slow work pace in class and in testing situations

Poor note-taking skills

Poor ability to proofread or double-check work

Social Behavior

Difficulty accepting criticism

Difficulty seeking or giving feedback

Problems negotiating or advocating for oneself

Difficulty resisting peer pressure

Difficulty understanding another person's perspective

There is no one sign that shows a person has a learning disability. Experts look for a noticeable

difference between how well a child does in school and how well he or she could do, given his or her

intelligence or ability. There are also certain clues that may mean a child has a learning disability. We've

listed a few below. Most relate to elementary school tasks, because learning disabilities tend to be identified

in elementary school. A child probably won't show all of these signs, or even most of them. However, if a

child shows a number of these problems, then parents and the teacher should consider the possibility that

the child has a learning disability.

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When a child has a learning disability, he or she:

may have trouble learning the alphabet, rhyming words, or connecting letters to their sounds;

may make many mistakes when reading aloud, and repeat and pause often;

may not understand what he or she reads;

may have real trouble with spelling;

may have very messy handwriting or hold a pencil awkwardly;

may struggle to express ideas in writing;

may learn language late and have a limited vocabulary;

may have trouble remembering the sounds that letters make or hearing slight differences between words;

may have trouble understanding jokes, comic strips, and sarcasm;

may have trouble following directions;

may mispronounce words or use a wrong word that sounds similar;

may have trouble organizing what he or she wants to say or not be able to think of the word he or she needs for writing or conversation;

may not follow the social rules of conversation, such as taking turns, and may stand too close to the listener;

may confuse math symbols and misread numbers;

may not be able to retell a story in order (what happened first, second, third); or

May not know where to begin a task or how to go on from there.

If a child has unexpected problems learning to read, write, listen, speak, or do math, then teachers and

parents may want to investigate more. The same is true if the child is struggling to do any one of these skills.

The child may need to be evaluated to see if he or she has a learning disability.

EMPIRICAL REVIEW

2.05 TYPES OF LEARNING DISABILITIES/DISORDERS AND IT’S EFFECTS IN ACADEMIC

PERFORMANCE OF ADOLESCENTS

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Learning Disabilities can be divided into three categories:

Developmental speech and language disorders

Academic skills disorders

"Other" - a very broad category that includes some coordination disorders, attention disorders, and

learning handicaps not covered by the more specific disorders.

Developmental Speech and Language Disorders

Developmental Articulation Disorder: These disorders are not uncommon and in most cases are

outgrown. Children with this disorder may lag behind other children their age in the way they articulate the

sounds of speech 'wittle wabbit' instead of 'little rabbit', for instance

Developmental Expressive Language Disorder: Some children have trouble expressing themselves with

speech.

Developmental Receptive Language Disorder: Some children have problems understanding just certain

aspects of speech. They can hear, but they can't interpret certain words.

Academic Skills Disorders

Developmental Reading Disorder: This not uncommon disorder is also known as dyslexia. Dyslexia is

difficulty with language. Intelligence is not the problem; the problem is language. People who are dyslexic

may have difficulty with reading, spelling, understanding language they hear, or expressing themselves

clearly in speaking or in writing. An unexpected gap exists between their potential for learning and their

school achievement.

Developmental Writing Disorder: Dysgraphia - a neurological-based writing disability in which a person

finds it hard to form letters or write within a defined space.

Developmental Arithmetic Disorder: Dyscalculia - a mathematical disability in which a person has unusual

difficulty solving arithmetic problems and grasping math concepts.

"Other" Learning Disorders

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Coordination of fine and large motor skills, delays in language acquisition and Attention Deficit

Disorders fall into this category. Although ADD is not considered a learning disability by itself, but because

this disorder seriously interferes with and impairs school performance this disorder often accompanies

academic skill disorders.

Findings of current researches often grouped types of learning disabilities by school–area skill set or

cognitive weakness. If your child is in school, it will probably be apparent if he or she is struggling with

reading, writing, or math, and narrowing down the type will be easier.

Motor difficulties and learning disabilities

Motor difficulty refers to problems with movement and coordination whether it is with fine motor skills

(cutting, writing) or gross motor skills (running, jumping). A motor disability is sometimes referred to as an

―output‖ activity meaning that it relates to the output of information from the brain. In order to run, jump, write

or cut something, the brain must be able to communicate with the necessary limbs to complete the action.

Signs that your child might have a motor coordination disability include problems with physical abilities that

require hand–eye coordination, like holding a pencil or buttoning a shirt.

Maths difficulties and learning disabilities

Learning disabilities in maths vary greatly depending on the child‘s other strengths and weaknesses.

A child‘s ability to do maths will be affected differently by a language learning disability, or a visual disorder

or a difficulty with sequencing, memory or organization.

A child with a maths–based learning disorder may struggle with memorization and organization of numbers,

operation signs, and number ―facts‖ (like 5+5=10 or 5x5=25). Children with maths learning disorders might

also have trouble with counting principles (such as counting by 2s or counting by 5s) or have difficulty telling

time.

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Language difficulties and learning disabilities

Language and communication learning disabilities involve the ability to understand or produce

spoken language. Language is also considered an output activity because it requires organizing thoughts in

the brain and calling upon the right words to verbally explain something or communicate with someone else.

Signs of a language–based learning disorder involve problems with verbal language skills, such as the ability

to retell a story and the fluency of speech, as well as the ability to understand the meaning of words, parts of

speech, directions, etc.

Reading difficulties and learning disabilities

There are two types of learning disabilities in reading. Basic reading problems occur when there is

difficulty understanding the relationship between sounds, letters and words. Reading comprehension

problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.

Signs of reading difficulty include problems with:

letter and word recognition

understanding words and ideas

reading speed and fluency

general vocabulary skills

Writing difficulties and learning disabilities

Learning disabilities in writing can involve the physical act of writing or the mental activity of

comprehending and synthesizing information. Basic writing disorder refers to physical difficulty forming

words and letters. Expressive writing disability indicates a struggle to organize thoughts on paper.

Symptoms of a written language learning disability revolve around the act of writing and include. They

include problems with:

neatness and consistency of writing

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accurately copying letters and words

spelling consistency

writing organization and coherence

Auditory and visual processing: the importance of the ears and the eyes

The eyes and the ears are the primary means of delivering information to the brain, a process

sometimes called ―input.‖ If either the eyes or the ears aren‘t working properly, learning can suffer and there

is a greater likelihood of a learning disability or disorder.

Professionals may refer to the ability to hear well as ―auditory processing skills‖ or ―receptive

language.‖ The ability to hear things correctly greatly impacts the ability to read, write and spell. An inability

to distinguish subtle differences in sound, or hearing sounds at the wrong speed make it difficult to sound out

words and understand the basic concepts of reading and writing.

Problems in visual perception include missing subtle differences in shapes, reversing letters or

numbers, skipping words, skipping lines, misperceiving depth or distance, or having problems with eye–hand

coordination. Professionals may refer to the work of the eyes as ―visual processing.‖ Visual perception can

affect gross and fine motor skills, reading comprehension, and math.

COMMON TYPES OF LEARNING DISABILITIES

Dyslexia Difficulty processing language Problems reading, writing, spelling, speaking

Dyscalculia Difficulty with maths Problems doing maths problems,

understanding time, using money

Dysgraphia Difficulty with writing Problems with handwriting, spelling, organizing

ideas

Dyspraxia (Sensory

Integration Disorder)

Difficulty with fine motor skills Problems with hand–eye coordination, balance,

manual dexterity

Auditory Processing

Disorder

Difficulty hearing differences

between sounds

Problems with reading, comprehension,

language

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Visual Processing

Disorder

Difficulty interpreting visual

information

Problems with reading, math, maps, charts,

symbols, pictures

Learning disabilities: Related problems and issues

Social and emotional difficulties

Sometimes adolescents have trouble expressing their feelings, calming themselves down, and

reading nonverbal cues, which can lead to difficulty in the classroom and with their peers.

Social and emotional skills are an area where you can have a huge impact as a parent. For all

children/adolescents, but especially those with learning disabilities, social and emotional skills are the most

consistent indicators of success, outweighing everything else, including academic factors. Academic

challenges may lead to low self–esteem, withdrawal and behavior problems, but you can counter these

things by creating a strong support system for your child and helping them learn to express themselves, deal

with frustration and work through challenges. Your focus on their growth as a person, and not just on

academic achievements will help them learn good emotional habits and the right tools for lifelong success.

Other disorders that make learning difficult

Difficulty in school doesn‘t always stem from a learning disability. Anxiety, depression, stressful events,

emotional trauma, and other conditions affecting concentration make learning more of a challenge.

ADHD – Attention Deficit Hyperactivity Disorder (ADHD), while not considered a learning disability,

can certainly disrupt learning. Children with ADHD often have problems with sitting still, staying

focused, following instructions, staying organized, and completing homework.

Autism – Difficulty mastering certain academic skills can stem from Pervasive

Developmental Disorders such as autism and Asperger’s syndrome. Children with an

autism spectrum disorder may have trouble making friends, reading body language,

communicating, and making eye contact.

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2.5.1 GENERAL AND SPECIFIC LEARNING DIFFICULTIES

The federal government defines learning disabilities in Public Law 94-142, as amended by Public Law

101-76 (Individuals with Disabilities Education Act-IDEA):

Specific learning disability means a disorder in one or more of the basic psychological processes

involved in understanding or in using language, spoken or written, which may manifest itself in an

imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term

includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia,

and developmental aphasia. The term does not include children who have problems that are primarily

the result of visual, hearing, or motor disabilities, or mental retardation, emotional disturbance, or of

environmental, cultural, or economic disadvantage.

A child with a specific learning difficulty is as able as any other child, except in one or two areas of their

learning. For instance, they may find it difficult to recognize letters, or to cope with numbers or reading.

There are many different types of specific learning difficulty, but the best known is probably dyslexia. In

dyslexia, the child has difficulty with spelling and reading. It may be difficult for parents and teachers to

realize that a child has this sort of problem, especially if his or her development has progressed without

concern in the early years.

Often, the child will appear to understand, have good ideas, and join in storytelling and other

activities, as well as other children, and better than some. Sometimes it can take years for adults to

realize that a child has a specific difficulty.

What effect does it have on the academic & social self perception of the adolescents?

Specific difficulties can make lessons challenging for a child/adolescents.

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They may struggle keeping up with classmates, and may come to see themselves as stupid, or no

good.

They may find it difficult to concentrate on lessons and, because they may not be able to follow them

properly, they may complain of lessons being `boring'.

The child may search for other ways to pass the time and to succeed.

They may try to avoid doing schoolwork because they find it impossible to do it well.

Doing badly in school can undermine their self-confidence. This can make it harder for the child to get

along with other children and to keep friends.

Children with specific reading difficulties often become angry and frustrated, so behavioural problems are

common. If they don't get suitable help, the problems may get worse. Older children may become

disillusioned, fail exams or get into serious trouble - both at school and outside.

A specific learning difficulty is not a mental illness. However, children with a specific

learning difficulty are more likely to develop mental health problems, for example anxiety, or have additional

developmental disorders such as Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder

(ADHD), than other children.

General learning disability is different from specific learning difficulty which means that the person

has difficulties in one or two areas of their learning, but manages well in other areas of their development.

For example, a child can have a specific learning difficulty in reading, writing or understanding what is said to

them, but have no problem with learning skills in other areas of life.

2.5.2 CAUSES GENERAL LEARNING DISABILITY

Causes of general learning disability include genetic factors, infection before birth, brain injury or

damage at birth, brain infections or brain damage after birth. Examples include Down's syndrome, Fragile X

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syndrome and cerebral palsy. However, in many children with general learning disability, the cause of the

disability remains unknown.

2.06 LEARNING DISABILITIES AND GIFTEDNESS

Various research out comes has indicated that high percentage of children with learning disabilities

are very bright. Some gifted and talented children are misdiagnosed with learning disabilities, but some do

have learning disabilities, or at least display characteristics, social and emotional, of learning disabilities.

Even though children with learning disabilities struggle in one area of learning, they may excel in

another. Pay attention to the child‘s interests and passions. Helping them develop their passions and

strengths will probably help them with the areas of difficulty as well.

Many gifted and talented children (and adults) are often misdiagnosed as having learning disabilities

or behavior disorders. This occurs because there are many characteristics of gifted children, both social and

emotional, that are mistaken as symptoms of specific learning disorders.

It is not uncommon for some gifted children (those with IQ scores over 140) to display a significant

discrepancy (20 points or more) between Verbal IQ and Performance IQ and possess characteristics of a

learning disability. Often gifted children have unusual learning styles, and even though they are very

intelligent, they may also have learning disorders.

Without intervention, self–esteem issues are almost certain in the life of a child who is both gifted and

has a learning disability. Whether or not your gifted child also has a learning disability, they will benefit from

extra support, encouragement and love. www.helpguide.org

2.07 ROLE OF PARENTS IN ENHANCING THE ACADEMIC PERFORMANCE OF

CHILDREN/ADOLESCENTS WITH LEARNING DIFFICULTIES

Look at the big picture of life with a learning disability

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Previous research has revealed that in searching for ways to help children/adolescents with learning

disabilities, parents/teachers should remember that they are looking for ways to help them help themselves.

A child with a learning disability grows up to be an adult with a learning disability. Your job as a

parent/teacher is not to ―cure‖ the learning disability, but to give your child or student the social and

emotional tools he or she needs to work through challenges. In the long run, facing and overcoming a

challenge such as a learning disability can help your child/student grow stronger and more resilient.

To ensure the best chance of success for your child/student over the long term, focus on helping

your child/student develop important life skills and pay attention to his or her physical and emotional well-

being.

Communicate with family and friends about your child’s learning disability

Finding revealed that some parents keep their child‘s learning disability a secret, which can, even

with the best intentions, look like shame or guilt. Without knowing, extended family and friends may not

understand the disability or think that your child‘s behavior is stemming from laziness or hyperactivity. Once

they are aware of what‘s going on, they can support your child‘s progress.

Within the family, siblings may feel that their brother or sister with a learning disability is getting more

attention, less discipline and preferential treatment. Even if your other children understand that the learning

disability creates special challenges, they can easily feel jealous or neglected. Parents can help curb these

feelings by reassuring all of their children that they are loved, providing homework help, and by including

family members in any special routines for the child with a learning disability.

TIPS ON WAYS PARENTS CAN HELP LEARNING DISABLE CHILD/ADOLESCENTS.

EMPHASIZE HEALTHY LIFESTYLE HABITS

It may seem like common sense that learning involves the body as well as the brain, but your child‘s

eating, sleep, and exercise habits may be more important than you think. If children with learning disabilities

have healthy habits, they will be better able to focus, concentrate, and work hard.

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Diet – Making sure your children eat well means a diet full of whole grains, fruits and vegetables and

lean protein. Teach them how to make their own healthy choices for breakfast, lunch and dinner.

Sleep – Sleep is also essential to good learning. If your child is tired during the day, it will be that

much harder for them to focus on learning new things. Make their sleep schedule (bedtime and wake

time) consistent.

Exercise – Rather than making a child with a learning disability tired, regular exercise can help your

child stay alert and attentive throughout the day. Exercise can also be a great antidote to stress and

frustration caused by a learning disability.

These may seem like little things, but healthy lifestyle habits may give your child an advantage in the

classroom and will be important throughout life.

TAKE CHARGE OF YOUR CHILD’S EDUCATION

As the parent of a child with learning disability, you can take the lead in researching effective treatments

and services and working with the school.

Learn the specifics about your child’s learning disability. Read and learn about your child‘s type

of learning disability. Find out how the disability affects the learning process and what cognitive skills

are involved. It‘s easier to evaluate learning techniques if you understand how the learning disability

affects your child.

Research treatments, services, and new theories. Along with knowing about the type of learning

disability your child has, educate yourself about the most effective treatment options available. This

can help you advocate for your child at school and pursue treatment at home.

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Pursue treatment and services at home. Even if the school doesn‘t have the resources to treat

your child‘s learning disability optimally, you can pursue these options on your own at home or with a

therapist or tutor.

Recognize the limitations of the school system

Parents sometimes make the mistake of investing all of their time and energy into the school as the

primary solution for their child‘s learning disability. It is better to recognize that the school situation for your

child will probably never be perfect. Too many regulations and limited funding mean that the services and

accommodations your child receives may not be exactly what you envision for them, and this will probably

cause you frustration, anger and stress.

Try to recognize that the school will be only one part of the solution for your child and leave some of the

stress behind. Your attitude (of support, encouragement and optimism) will have the most lasting impact on

your child.

WORK WITH YOUR CHILD’S SCHOOL

If there is demonstrated educational need, the schools are required by law to develop an Individualized

Education Plan (IEP) that delivers some educational benefit, but not necessarily one that maximizes student

achievement. Parents who want the best for their kids may find this standard frustrating. Understanding

special education laws and your school‘s guidelines for services will help you get the best support for your

child at school. Your child may be eligible for many kinds of accommodations and support services, but the

school might not provide services unless you ask for them.

Individualized Education Programs (IEPs)

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If your child has been diagnosed with a learning disability, it is best to pursue an Individualized Education

Program (IEP). The IEP enables teachers, parents, and school administrators to design an educational

program customized to your child‘s needs.

Tips for communicating with your child’s school:

Clarify your goals. Before meetings, write down what you want to accomplish. Decide what is most

important, and what you are willing to negotiate.

Be a good listener. Allow school officials to explain their opinions. If you don‘t understand what

someone is saying, ask for clarification. ―What I hear you saying is…‖ can help ensure that both

parties understand.

Offer new solutions. You have the advantage of not being a ―part of the system,‖ and may have

new ideas. Do your research and find examples of what other schools have done.

Keep the focus. The school system is dealing with a large number of children; you are only

concerned with your child. Help the meeting stay focused on your child. Mention your child‘s name

frequently, don‘t drift into generalizations, and resist the urge to fight larger battles.

Stay calm, collected and positive. Go into the meeting assuming that everyone wants to help. If

you say something you regret, simply apologize and try to get back on track.

Don’t give up easily. If you are not satisfied with the school‘s response, try again.

IDENTIFY HOW YOUR CHILD LEARNS BEST

Previous research has shown that everyone — learning disability or not — has their own unique

learning style. Some people learn best by seeing or reading, others by listening, and still others by doing.

You can help your learning disabled child by identifying his or her primary learning style: Is your child a

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visual learner, an auditory learner, or a kinesthetic learner? Once you know how your child learns best, you

can take steps to make sure that type of learning is reinforced in the classroom and during home study.

DETERMINING YOUR CHILD’S PRIMARY LEARNING STYLE

Visual Learners:

Learn by seeing or reading

Do well when material is

presented and tested

visually, not verbally

Benefit from written notes

and directions, diagrams,

charts, maps, and pictures

Often love to draw, read,

and write; are good spellers

and organizers

Auditory Learners:

Learn by listening

Do well in lecture-based

learning environments and

on oral reports and tests

Benefit from classroom

discussions, spoken

directions, study groups

Often love music,

languages, and being on

stage

Kinesthetic Learners:

Learn by doing and moving

Do well when they can

move, touch, explore, and

create in order to learn

Benefit from hands-on

activities, lab classes,

props, skits, and field trips

Often love sports, drama,

dance, martial arts, and arts

and crafts

Learning tips and tools for visual learners:

Use books, videos, computers, visual aids, and flashcards.

Make detailed, color-coded or highlighted notes.

Make outlines, diagrams, and lists.

Use drawings and illustrations (preferably in color).

Take detailed notes in class.

Learning tips and tools for auditory learners:

Read notes or study materials aloud.

Memorize using word associations and verbal repetition.

Study with other students, talk things through.

Listen to books on tape or other audio recordings.

Use a tape recorder to listen to lectures again later.

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Learning tips and tools for kinesthetic learners:

Get hands on: do experiments, take field trips.

Use activity-based study tools, like role-playing or model building.

Study in small groups and take frequent breaks.

Use memory games and flash cards.

Study with music on in the background.

THINK LIFE SUCCESS, RATHER THAN SCHOOL SUCCESS

Success means different things to different people, but your hopes and dreams for your child probably

extend beyond attending a top notch college, and may include a fulfilling job, loving relationships, a family

and a sense of contentment. Your child‘s life success depends, not on academics, but on things like a

healthy sense of self, the willingness to ask for and accept help, the determination to keep trying in spite of

challenges, the ability to have healthy relationships with others, and other qualities that aren‘t as easy to

quantify as grades and SAT scores.

A 20-year study that followed children with learning disabilities into adulthood identified the following six

―life success‖ attributes.

a. Self-awareness and self-confidence

For children with learning disabilities, self-awareness (knowledge about strengths, weaknesses and

special talents) and self-confidence are very important. Struggles in the classroom can cause children to

doubt their abilities and question their strengths.

Ideas for cultivating self-awareness and self-confidence:

Ask your child to list his or her strengths and weaknesses and talk about your own strengths and

weaknesses with your child.

Encourage your child to talk to adults with learning disabilities and to ask about their challenges.

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Work with your child on activities that are within his or her capability to achieve feelings of success

and competency.

Help your child develop his or her strengths and passions. Feeling passionate and skilled in one area

may inspire hard work in other areas too.

b. Being proactive

A proactive person has the ability to make decisions and take action to resolve problems or achieve

goals. For people with learning disabilities, being proactive also involves self-advocacy (for example, asking

for a seat at the front of the classroom) and the willingness to take responsibility for choices.

Talk with your learning disabled child about problem solving and share how you approach problems

in your life.

Ask your child how he or she approaches problems. How do problems make him or her feel? How

does he or she decide what action to take?

If your child is hesitant to make choices and take action, try to provide some ―safe‖ situations to test

the water, like choosing what to make for dinner or thinking of a solution for a scheduling conflict.

Discuss different problems, possible decisions, and outcomes with your child. Have your child

pretend to be part of the situation and make his or her own decisions.

c. Perseverance

Perseverance is the drive to keep going despite challenges and failures, and the flexibility to change

plans if things aren‘t working. Children (or adults) with learning disabilities may need to work harder and

longer because of their disability.

Talk with your learning disabled child about times when he or she persevered – why did he or she

keep going? Share stories about when you have faced challenges and not given up.

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Discuss what it means to keep going even when things are not easy. Talk about the rewards of hard

work, as well as the opportunities missed by giving up.

When your child has worked hard, but failed to achieve his or her goal, discuss different possibilities

for moving forward.

d. The ability to set goals

The ability to set goals, like perseverance, has to do with setting and achieving realistic and attainable

goals and also includes a flexibility to adapt goals or adjust them according to limitations or challenges.

Help your child identify a few short- or long-term goals and write down steps and a timeline to

achieve the goals. Check in periodically to talk about progress, adjustments to the timeline and

completion.

Talk about your own short- and long-term goals with your child as well as what you do when you

encounter obstacles.

Celebrate with your child when he or she achieves goals. If certain goals are proving too hard to

achieve, talk about why and how plans or goals might be adjusted to make them possible.

e. Knowing how to ask for help

Strong support systems are key for people with learning disabilities. Successful people are able to ask

for help when they need it and reach out to others for support.

Help your child nurture and develop good relationships. Model what it means to be a good friend and

relative so your child knows what it means to help and support others.

Show your child how to ask for help in family situations.

Share examples of people needing help, how they got it, and why it was good to ask for help.

Present your child with role-play scenarios that might require help.

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f. The ability to handle stress

If children with learning disabilities learn how to regulate stress and calm themselves, they will be much

better equipped to overcome challenges.

Use words to identify feelings and help your child learn to recognize specific feelings.

Ask your child what words they would use to describe stress? Does your child recognize the warning

signs of stress?

Encourage your child to identify activities that help reduce stress like sports, games, music, or writing

in a journal. Experiment with different stress reduction techniques with them.

Ask your child to describe activities that cause stress. Break down the scenarios and talk about how

overwhelming feelings of stress and frustration might be avoided. www.iep4u.com

2.7.1 TIPS FOR TEACHERS OF CHILDREN WITH LEARNING DISABILITIES

Learn as much as you can about the different types of learning disabilities. The resources and

organizations at the end of this research project work can help you identify specific techniques and

strategies to support the student educationally.

Seize the opportunity to make an enormous difference in this student's life! Find out and emphasize

what the student's strengths and interests are. Give the student positive feedback and lots of opportunities

for practice.

Review the student's evaluation records to identify where specifically the student has trouble. Talk to

specialists in your school (e.g., special education teacher) about methods for teaching this student. Provide

instruction and accommodations to address the student's special needs. Examples include:

breaking tasks into smaller steps, and giving directions verbally and in writing;

giving the student more time to finish schoolwork or take tests;

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letting the student with reading problems use textbooks-on-tape (available through Recording for the

Blind and Dyslexic, listed under "For more information");

letting the student with listening difficulties borrow notes from a classmate or use a tape recorder;

and

Letting the student with writing difficulties use a computer with specialized software that spell checks,

grammar checks, or recognizes speech.

Learn about the different testing modifications that can really help a student with learning disabilities

show what he or she has learned.

Teach organizational skills, study skills, and learning strategies. These help all students but are

particularly helpful to those with learning disabilities.

Work with the student's parents to create an educational plan tailored to meet the student's needs.

Establish a positive working relationship with the student's parents. Through regular communication,

exchange information about the student's progress at school.

2.7.2 GOVERNMENT INTERVENTION TO AMELIORATE THE PLIGHT OF CHILDREN WITH

LEARNING DIFFICULTIES

In United State of America, Children with Learning Disabilities are guaranteed a free and appropriate

education to meet their needs under two federal laws. They are: 1) the Individuals with Disabilities Education

Act, Part B [IDEA] and 2) Section 504 of the Rehabilitation Act of 1973.

1. Individuals with Disabilities Education Act

Children suspected of having learning disabilities must be evaluated at the school's expense and, if found

to be eligible, provided service under either of two federal laws, the Individuals with Disabilities Education

Act (IDEA) or Section 504 of the Rehabilitation Act of 1973. Some of the services that could be provided to

eligible children include modified instructions, assignments, and testing; assistance from a classroom aide or

a special education teacher; and behavior management.

IDEA provides special education for those children who meet the eligibility criteria for one of a number of

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categories. If the child does meet the criteria of a disabling condition that affects school performance, then

that child requires special education and may be eligible to receive the services that are spelled out under

this law.

In its regulations implementing IDEA, the US Department of Education includes AD/HD and ADD as

conditions that may qualify a child for special education services under the "Other Health Impaired" category.

A child may be eligible under this category if the disorder limits alertness to academic tasks, adversely

affecting educational performance to the extent that special intervention is necessary.

2. Section 504 of the Rehabilitation Act of 1973

Section 504 is a civil rights statute that prohibits schools from discriminating against children with

disabilities and provides reasonable accommodations. Under some circumstances, these reasonable

accommodations may include the provision of special

services.

"The eligibility for Section 504 is based on the existence of an identified physical or mental condition that

substantially limits a major life activity. Children who are not eligible for special education may still be

guaranteed access to related services if they meet the Section 504 eligibility criteria."

The IEP (Individual Education Plan)

The IEP is developed by a committee that includes at least a school administrator, the student's teacher,

the parents, the student, and occasionally a social worker, learning specialist and a psychologist. The IEP is

a list of goals and objectives based on the student's needs and present level of performance. The IEP is very

specific and identifies and the services that will be provided for the student to meet the goals that are

determined. The IEP is a commitment and a legal document that lists the goals of the school and the

student, and the resources that the school will provide to meet those goals.

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In the attempt to obtain reasonable accommodations for their children, parents can hire consultants to

help them. Advocates (usually in the law profession) exist in each state to assist in the quest for these

accommodations. They can also serve as mediators between parents and the schools. Educational and

Placement consultants can also help parents choose the right education programs for their children.

2.08 HOPE FOR LEARNING DIFFICULTIES: THE BRAIN CAN CHANGE

Science has made great strides in understanding the inner workings of the brain, and one important

discovery that brings new hope for learning disabilities and disorders is called neuroplasticity. Neuroplasticity

refers to the brain‘s natural, lifelong ability to change to form new connections and generate new brain cells

in response to experience and learning. This knowledge has led to groundbreaking new treatments for

learning disabilities that harness the power of neuroplasticity to retrain the brain.

How does understanding the brain help with a learning disability or disorder?

Using a telephone analogy, faulty wiring in the brain disrupts normal lines of communication and makes it

difficult to process information easily. If service was down in a certain area of the city the phone company

might fix the problem by re–wiring the connections. Similarly, under the right learning conditions, the brain

has the ability to reorganize itself by forming new neural connections. Those new connections facilitate skills

like reading and writing that had been difficult using the old connections.

2.8.1 IDENTIFICATION AND DIAGNOSIS OF LEARNING DIFFICULTIES AND DISORDERS

The first people to identify any problems with any child are the child's parents. Sometimes some

development is delayed and that is perfectly normal for that particular child. In order to make an accurate

determination, sometimes it's best to wait for the child and the brain to mature. But if as a child matures and

there is no noticeable improvement, the child should be evaluated by a physician.

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As a child grows older she or he spends more time in school, and the child's teachers have a good

opportunity to observe the child and the child's abilities and possible difficulties. A teacher or parent may

come to the conclusion that the child is having a great deal of difficulty and needs evaluation.

In order to successfully diagnose a learning disability, a series of tests are administered by the child's

school, learning specialist, physician, or a clinician. Each and any of these specialists can help determine

what the problem is and recommend a program of special education to work with the learning differences

that the learning disability may impose upon the child.

The methods and tools of the assessments vary as regards the kind of disability that is being

explored.

The process of diagnosing a learning disability can be confusing. It involves testing, history taking

and observation by a trained specialist. Finding a reputable referral is important. Start with your child's

school, and if they are unable to help you, ask your insurance company, doctor, friends and family.

Specialists trained to do psychological testing and result interpretation

Clinical psychologist

School psychologist

Educational psychologist

Developmental psychologist

Neuropsychologist

Psychometrist

Occupational therapist (tests sensory disorders that can lead to learning problems)

Speech and language therapist.

Sometimes several professionals coordinate services as a team to obtain an accurate diagnosis,

including input from your child's teachers. Recommendations can then be made for special education

services or speech–language therapy within the public school system.

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A nonpublic school that specializes in treating learning disabilities might be a good alternative if the

public school is not working out. For a list of nonpublic schools in your area go to the website for your state's

Department of Education. For example, in California see: Nonpublic Schools Database.

2.8.2 INTEGRATION, SEQUENCING AND ABSTRACTION: TECHNICAL TERMS FOR HOW THE

BRAIN WORKS

A professional learning disorders specialist might refer to the importance of ―integration‖ to learning.

Integration refers to the understanding of information that has been delivered to the brain, and it includes

three steps: sequencing, which means putting information in the right order; abstraction, which is making

sense of the information; and organization, which refers to the brains ability to use the information to form

complete thoughts.

Each of the three steps is important and your child may have a weakness in one area or another that

causes learning difficulty. For example, in math, sequencing (the ability to put things in order) is important for

learning to count or do multiplication (as well as learn the alphabet or the months of the year). Similarly,

abstraction and organization are important parts of numerous educational skills and abilities. If a certain

brain activity isn‘t happening correctly, it will create a roadblock to learning.

2.8.3 IS THERE ANY TREATMENT FOR LEARNING DISABILITIES?

The most common treatment for learning disabilities is special education. Specially trained educators

may perform a diagnostic educational evaluation assessing the child's academic and intellectual potential

and level of academic performance. Once the evaluation is complete, the basic approach is to teach learning

skills by building on the child's abilities and strengths while correcting and compensating for disabilities and

weaknesses. Other professionals such as speech and language therapists also may be involved. Some

medications may be effective in helping the child learn by enhancing attention and concentration.

Psychological therapies may also be used.

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2.8.4 WHAT IS THE PROGNOSIS FOR LEARNING DISABILITIES?

Learning disabilities can be lifelong conditions. In some people, several overlapping learning

disabilities may be apparent. Other people may have a single, isolated learning problem that has little impact

on their lives.

2.8.5 LEARNING DISABILITY AND MENTAL HEALTH

A general learning disability is not a mental illness. However, children with learning disability are

more likely to develop mental health problems, for example anxiety, or have additional developmental

disorders, such as Autism Spectrum Disorders and Attention Deficit Hyperactivity Disorder

(ADHD) than other children.

2.09 PROBLEMS WITH SHORTHAND NOTATION

Shorthand is a way to rapidly write down spoken words.

Shorthand is a method of writing words in a way that is quicker than full English notation--making it an

ideal means of transcribing the spoken word. However, shorthand does have several inherent problems

which prevent it from being the effective method of recording speech that it purports to be. In English,

shorthand is broken into two distinct major forms--Pitman's (with its U.S. cousin, Gregg) and Teeline--both

with their own inadequacies.

2.9.1 AWKWARD OUTLINES

For some words, the curves and angles of shorthand notation are perfectly adept at representing the

composite letters without breaking the flow of your writing. Even relatively long words -- like transcription --

can be represented without your pen leaving the paper and end in a convenient position to begin your next

53

outline. However, other words -- such as exemplifier -- have such complex and awkward outlines that they

become very difficult to represent without pausing for a moment and losing your place.

2.9.2 MISINTERPRETATION OF WORDS

While Pitman's shorthand does include vowel signifiers in its outlines, many users of shorthand have found

them cumbersome and inconvenient. Adding vowel signifiers means that a writer will have to remove their

pen from the paper to add up to three individual symbols to a word, increasing the likelihood of the writer

copying a word inaccurately or losing speed. Teeline shorthand eschews vowel signifiers and places its faith

in the human mind's ability to deduce the word from its context. Consequently, the outlines of some words

look identical to one another and, while the human brain can usually identify the word from context or

memory, this does often cause problems.

2.9.3 LACK OF PUNCTUATION

The lack of punctuation in shorthand sentences causes problems and leads to misunderstandings.

The only form of punctuation in shorthand is the full stop, which is represented as the '\' symbol. Symbols

which inform the reader of the enunciation of words -- such as exclamation points or question marks -- are

omitted, leaving the person transcribing the piece to add these from context and memory. Commas, which

help order sentences, are also omitted and added later only where they make sense. This occasionally

causes problems when the sentence is ordered wrongly during the transcription. Speech marks are less

important as shorthand is almost always used during quoted text.

2.9.4 INADEQUACY OF SHORTHAND

In the age of digital recording devices and audio reproduction, shorthand is becoming increasingly

obsolete. Use of these devices to record speech is not only much more accurate than jotting it down in

54

shorthand, it also allows the listener more time to take note of other important factors, such as the speaker's

mannerisms and body language. Journalists in Britain now use shorthand only in courtroom scenarios,

where recording devices are not permitted.

CHAPTER THREE

METHODOLOGY

3.0 INTRODUCTION

This chapter explains the basic methods and procedure that were used in gathering and analysing

date for this study. It covers:

The design of the study

55

Population of the study

Sample and sampling Techniques

Instrumentation/Method of data collection

Method of data analysis

3.01 RESEARCH DESIGN

A descriptive survey was employed in this study. The design was adopted because the study

attempts to investigate learning difficulties and the effects on the academic performance of adolescents in

schools using Lagos state secondary schools as a case study.

3.02 SEARCH POPULATION

The research population consists of all J.S.S students in Junior Secondary Schools, S.S.S students

in Senior Secondary Schools, parents and educationists/teachers in some selected Local Government Areas

in Lagos State.

3.03 SAMPLING AND SAMPLING TECHNIQUE

The researcher used the simple random sampling method to select the number of respondents

required to represent population of the study. The sample size of the study was one hundred and fifty (150)

randomly selected study participants to represent the whole population based on the number of

questionnaires recovered out of Three Hundred (300) distributed. The breakdown is as follows:

JSS1 – JSS 3 45 students

SSS1 – SSS 3 75 students

Educationist/Teachers 20

Parents 10

Total sample 150

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3.04 RESEARCH INSTRUMENT

The research instrument was developed by the researcher to test the research questions. It is a 15

item with responses ranging from 1-3 with options of A – Agree, D – disagree & U - Undecided.

3.05 PROCEDURE/METHOD OF DATA COLLECTION

In the course of this study, the researcher used the following methods in collecting data:

Primary Source: This is the major source of data collection. For the purpose of this research;

primary data include questionnaire and personal interview of randomly selected parents, students

and educationist of Lagos State secondary schools. The questionnaire consists of questions, the

answers to which lead to answering the research questions.

Secondary Source: comprised information from relevant literatures on Learning disabilities,

journals, textbooks, newspaper, articles, seminar papers, past research works, internet and other

publications which are relevant to the subject matter.

3.06 METHOD OF DATA ANALYSIS

The data collected for this study were tabulated and the simple percentage method of data analysis

was used in analyzing the data. The data were analyzed, tabulated and itemized according to the research

question in the next chapter.

The formula for calculating the simple percentage method is:

Number of responses 100

X

Number of respondents 1

CHAPTER FOUR

FINDINGS AND ANALYSIS

4.00 DATA ANALYSIS AND INTERPRETATION

57

This chapter present the date for this study as obtained from the questionnaire administered. The

data thus enhanced the testing of the five (5) research question earlier formulated for the study. Only items

in the questionnaire related to the five (5) research questions were analyzed. The others served as checked

items.

4.01 TESTING THE RESEARCH QUESTIONS

RESEARCH QUESTION ONE

To what extent have learning difficulties affected the academic performances of adolescents

in schools in Lagos State Secondary Schools?

Table one: Tabular Analysis of responses to research question one

Items Questions Variables No of Responses Percent %

10 Adolescents with learning

difficulties perform optimally

in his/her academic tasks in

schools.

Agreed

Disagreed

Undecided

50

80

20

33.33%

53.33%

13.33%

Total 150 100%

13 Learning difficulties have

negative effect on

adolescents‘ school

achievements.

Agreed

Disagreed

Undecided

85

40

25

56.66

26.66

16.66

Total 150 100%

In the table above, item 10 of the questionnaire, 50 respondents representing 33.33% of the total

respondents responded positively by ticking ―agreed‖ indicating that children/adolescents with learning

difficulties can perform optimally in their academic tasks in school. While 80 respondents representing

53.33% of the total respondents responded negatively by ticking ―disagree‖ indicating that

children/adolescents with learning difficulties does not perform optimally in their academic tasks in schools.

58

And finally, the remaining 20 respondents representing 13.33% of the total respondents were undecided by

ticking ―undecided‖.

In item 13 of the questionnaire 85 respondents representing 56.66% of the total respondents,

responded positively by ticking ―agreed‖ indicating that learning difficulties have negative effects on

adolescents‘ school achievements, while 40 respondents representing 26.66% of the total respondents,

responded negatively by ticking ―disagreed‖ indicating that learning difficulties does not have negative effect

on adolescents‘ school achievements. And finally, the remaining 25 respondents representing 16.66% of the

entire respondents were undecided by ticking ―undecided‖

From the data collected from item 10 & 1 3 of the questionnaire, it is quite obvious that higher

percentage of the entire respondents agreed that learning difficulties affected the academic performances of

adolescents in Lagos State secondary schools.

RESEARCH QUESTION TWO

To what extent do environment and biological factors constitute learning difficulties in

children/adolescents?

Table Two: Tabular Analysis of responses to research question Two

Items Questions Variables No of Responses Percent %

7 The physical, psychological

and biological environment

constitute a major cause to

learning difficulties in

adolescents

Agreed

Disagreed

Undecided

100

40

10

66.66%

26.66%

6.66%

Total 150 100%

12 Genetic factors, infections

before birth, brain injury or

brain damage after birth

cause learning difficulties.

Agreed

Disagreed

Undecided

120

10

20

80%

6.66%

13.33%

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Total 150 100%

In the table above, item 7 of the questionnaire, 100 respondents representing 66.66% of the total

respondents responded positively by ticking ―agreed‖ indicating that physical, psychological and biological

environment constitute a major cause to learning difficulties in adolescents. While 40 respondents

representing 26.66% of the total respondents responded negatively by ticking ―disagreed‖ And finally, the

remaining 10 respondents representing 6.66% of the total respondents were undecided by ticking

―undecided‖.

In item 12 of the questionnaire 120 respondents representing 80% of the total respondents,

responded positively by ticking ―agreed‖ indicating that genetic factors, infections before birth, brain injury or

brain damage after birth cause learning difficulties, while 10 respondents representing 6.66% of the total

respondents, responded negatively by ticking ―disagreed‖. And finally, the remaining 20 respondents

representing 13.33% of the entire respondents were undecided by ticking ―undecided‖

From the data collected from item 7 & 12 of the questionnaire, it is quite obvious that higher

percentage of the entire respondents agreed that environmental and biological factors constitute as a factor

that causes learning difficulties in children/adolescents.

RESEARCH QUESTION THREE

To what extent have learning difficulties affected Adolescents in learning maths, language

and shorthand?

Table Three: Tabular Analysis of responses to research question Three

Items Questions Variables No of Responses Percent %

6 Your child or students find it

unusually difficult in solving

problems in maths, Language and

shorthand

Agreed

Disagreed

Undecided

90

40

20

60%

26.66%

13.33%

60

Total 150 100%

14 Your child or students have

problems with reading, writing,

spelling and speaking?

Agreed

Disagreed

Undecided

80

50

20

53.33%

33.33%

13.33%

Total 150 100%

15 You have problems with reading

maths, maps, charts, symbols,

pictures, handwriting and

organizing ideas?

Agreed

Disagreed

Undecided

100

50

66.66%

33.33%

Total 150 100%

In the table above, item 6 of the questionnaire, 90 respondents representing 60% of the total respondents

responded positively by ticking ―agreed‖ indicating that Adolescent students find it unusually difficult in

solving problems in maths, Language and shorthand. While 40 respondents representing 26.66% of the total

respondents responded negatively by ticking ―disagreed‖ And finally, the remaining 20 respondents

representing 13.33% of the total respondents were undecided by ticking ―undecided‖.

In item 14 of the questionnaire 80 respondents representing 53.33% of the total respondents,

responded positively by ticking ―agreed‖ that children/adolescent students have problems with reading,

writing, spelling and speaking, while 50 respondents representing 33.33% of the total respondents,

responded negatively by ticking ―disagreed‖. And finally, the remaining 20 respondents representing 13.33%

of the entire respondents were undecided by ticking ―undecided‖

In item 15 of the questionnaire 100 respondents representing 66.66% of the total respondents,

responded positively by ticking ―agreed‖ that adolescent have problems with reading maths, maps, charts,

symbols, pictures, handwriting and organizing ideas. While the remaining 50 respondents representing

33.33% of the total respondents, responded negatively by ticking ―disagreed‖.

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From the data collected from item 6 14 & 15 the questionnaire, it is quite clear that higher percentage

of the entire respondents agreed that learning difficulties affected adolescents in learning maths, language

and shorthand.

RESEARCH QUESTION FOUR

To what extent can gifted children/adolescents have learning difficulties?

Table Four: Tabular Analysis of responses to research question Four

Items Questions Variables No of Responses Percent %

9 Gifted children/adolescents could

also have learning difficulties

Agreed

Disagreed

Undecided

80

60

10

53.33%

40%

6.66%

Total 150 100%

11 Learning difficulty a product/factor

of lack of intelligence?

Agreed

Disagreed

Undecided

45

65

40

30%

43.66%

26.66%

Total 150 100%

In the table above, item 9 of the questionnaire, 80 respondents representing 53.33% of the total

respondents responded positively by ticking ―agreed‖ indicating that gifted children/adolescents could also

have learning difficulties. While 60 respondents representing 40% of the total respondents responded

negatively by ticking ―disagreed‖ And finally, the remaining 10 respondents representing 6.66% of the total

respondents were undecided by ticking ―undecided‖.

In item 11 of the questionnaire 45 respondents representing 30% of the total respondents,

responded positively by ticking ―agreed‖ indicating that learning difficulty is a product/factor of lack of

intelligence. While 65 respondents representing 43.66% of the total respondents, responded negatively by

ticking ―disagreed‖. And finally, the remaining 40 respondents representing 26.66% of the entire respondents

were undecided by ticking ―undecided‖

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From the data collected from item 9 & 11 the questionnaire, it is quite clear that higher percentage of

the entire respondents agreed that gifted children/adolescents have learning difficulties.

RESEARCH QUESTION FIVE

To what extent have the assistance of teachers & parents enhanced the academic performances of

adolescents with learning difficulties in schools?

Table Five: Tabular Analysis of responses to research question Five

Items Questions Variables No of Responses Percent %

8 Teachers/educationist and parents

contribute to the enhancement of the

academic performance of

adolescents with learning difficulties

Agreed

Disagreed

Undecided

100

30

20

66.66%

20%

13.33%

Total 150 100%

16 The use of activity-based study tools

like role-play or modeling building by

the teachers improve the academic

performance of adolescents with

learning difficulties?

Agreed

Disagreed

Undecided

120

20

10

80%

13.33%

6.66%

Total 150 100%

17 Reading notes or study materials

aloud as well as use books, videos,

computers, visual aids and flashcards

enhance the performance of

adolescents with learning difficulties?

Agreed

Disagreed

Undecided

125

15

10

83.33%

10%

6.66%

Total 150 100%

In the table above, item 8 of the questionnaire, 100 respondents representing 66.66% of the total

respondents responded positively by ticking ―agreed‖ indicating that teachers/educationist and parents

contribute to the enhancement of the academic performance of adolescents with learning difficulties. While

30 respondents representing 20% of the total respondents responded negatively by ticking ―disagreed‖ And

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finally, the remaining 20 respondents representing 13.33% of the total respondents were undecided by

ticking ―undecided‖.

In item 16 of the questionnaire 120 respondents representing 80% of the total respondents,

responded positively by ticking ―agreed‖ that the use of activity-based study tools like role-play or modeling

building by the teachers improve the academic performance of adolescents with learning difficulties. While

20 respondents representing 13.33% of the total respondents, responded negatively by ticking ―disagreed‖.

And finally, the remaining 10 respondents representing 6.66% of the entire respondents were undecided by

ticking ―undecided‖

In item 17 of the questionnaire 125 respondents representing 83.33% of the total respondents,

responded positively by ticking ―agreed‖ that reading notes or study materials aloud as well as use books,

videos, computers, visual aids and flashcards enhance the performance of adolescents with learning

difficulties. While 15 respondents representing 10% of the total respondents, responded negatively by ticking

―disagreed‖. And finally the remaining 10 respondents representing 6.66% of the total respondents,

responded negatively by ticking ―disagreed‖.

From the data collected from item 8, 16 & 17 the questionnaire, it is quite clear that higher

percentage of the entire respondents agreed that the assistance of teachers & parents enhanced the

academic performances of adolescents with learning difficulties in schools.

4.0.2 FINDINGS AND DISCUSSIONS

The researcher discovered in the analyzed research question one that learning difficulties affected

the academic performances of adolescents in Lagos State secondary schools.

From the analyzed research question two, it is quite obvious that higher percentage of the entire

respondents agreed that environmental and biological factors constitute as a factor that causes learning

difficulties in children/adolescents.

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From the analyzed research question three, it is quite clear that higher percentage of the entire

respondents agreed that learning difficulties affected adolescents in learning maths, language and shorthand

agreeing with the Twenty-fourth Annual Report to Congress, U.S. Department of Education, 2002, that

indicated ―Very common! As many as 1 out of every 5 people in the United States has a learning disability.

Almost 3 million children (ages 6 through 21) have some form of a learning disability and receive special

education in school.

From the analyzed research question Four, it is quite clear that higher percentage of the entire

respondents agreed that gifted children/adolescents have learning difficulties.

From the analyzed research question five, it is quite clear that higher percentage of the entire

respondents agreed that the assistance of teachers & parents enhanced the academic performances of

adolescents with learning difficulties in schools.

4.0.3 INTERVIEWS AND DISCUSSIONS

The researcher in the course of this study had interview and personal interactions as well as

discussions with some individuals amongst whom are adolescent students, parents, teachers and

colleagues within Lagos state based on the subject matter.

They all agreed that one out of every five students in Lagos Sate Secondary Schools have one form

of learning difficulties or the others.

Majority of those interrogated were of the opinion that there is need for parents and teachers to be

patient with children/students with learning difficulties by encouraging them and adopting an appropriate

teaching and learning methodologies that is suitable for child/student‘s learning pattern.

One interviewee cited a case of a young girl who has just graduated from one of the private

secondary schools in Lagos State but has a severe learning difficulty; as the girl can express herself

proficiently in spoken English Language with good ascents but can not effectively communicate in the art of

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reading and writing. She has the knowledge of certain things but can not represent or covert them into

writing form nor can she effectively read through any written material.

In the course of this interview, the researcher raised one prominent question ―what are the various

manifestations of learning difficulties in pupils/students?‖ The following are summary of the diverse answers

given by various interviewees.

Avoidance of reading and writing

Poor ability to apply maths skills.

Poor reading comprehension.

Poor skills in writing essays

Poor handwriting

Poor ability to proofread or double-checks work.

Difficulty resisting peer pressures.

Difficulty accepting criticism

Problems negotiating or advocating for oneself

Poor note-taking skills and such individual pupils/students can not perform well in the subject –

shorthand.

Continued poor spelling.

In conclusion, they opined that a high percentage of children with learning difficulties are very bright. Even

some gifted children do have learning disabilities or at least display characteristics, social and emotional of

learning disabilities. Even though adolescents with learning disabilities struggle in one area of learning, they

may excel in another.

They therefore suggested that attention should be paid on the child‘s interests and passions. Helping

them develop their passions and strengths will probably help them with the areas of difficulty as well.

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CHAPTER FIVE

SUMMARY, CONCLUSION & RECOMMENDATIONS

5.01 SUMMARY

The research was determined to undertake an investigation into learning difficulties adolescents‘

encountered and its effects on their academic performances in schools. The method of investigation for this

research included the review of existing & related literature to the subject matter and the use of

questionnaires as well as personal interviews.

Among the findings of this study was that learning disabilities tend to be diagnosed when children

reach school age. This is because school focuses on the very things that may be difficult for the child -

reading, writing, math, listening, speaking, and reasoning. Teachers and parents notice that the child is not

learning as expected. The school may ask to evaluate the child to see what is causing the problem. Parents

can also ask for their child to be evaluated.

It was observed that with hard work and proper help, children with learning disabilities can learn more

easily and successfully. For school-aged children (including preschoolers), special education and related

services are important sources of help. School staff work with the child's parents to develop an Individualized

Education Program, or IEP. This document describes the child's unique needs. It also describes the special

education services that will be provided to meet those needs.

Supports or changes in the classroom (sometimes called accommodations) were also discovered to

be a useful in helping most students with learning disabilities.

Assistive technology can also help many students work around their learning disabilities. Assistive

technology can range from "low-tech" equipment such as tape recorders to "high-tech" tools such as reading

machines (which read books aloud) and voice recognition systems (which allow the student to "write" by

talking to the computer).

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Based of on the findings of the research, the research observed that there are many causes of

Learning disabilities, some can be identified and some can't be. Sometimes there may be errors in the

development of the fetal brain caused by genetic factors. Drug and alcohol use during pregnancy may be a

factor. Environmental factors such as lead or other toxins in childhood could be a factor.

5.02 CONCLUSION

With references to the finding of the study it is concluded that it is not always easy to identify one

group of people/adolescents who are clearly LD and another group who are not. All of us have learning

differences and difficulties. Some people who are exceptionally skilled with language and even become

English teachers have difficulty balancing their checkbooks. Others who are nuclear physicists never do

learn to spell correctly. Many people never fail a subject in school but are at a complete loss when figuring

out a diagram for making a simple house repair. Similarly, children may experience real success in some

school subjects, yet find other school tasks very difficult, frustrating, or time consuming to complete.

This research work attempted to provide a useful picture of the dilemma adolescents with learning

difficulties faced in schools and how it aversely affects their academic performance. It also shows that even

gifted children could as well be diagnosed of learning difficulties. Adolescents with learning difficulties require

the support and encouragement of their parents and teachers to be able to perform optimally academically.

The empirical findings of the study revealed that learning disorders are caused by a difference in the

brain that affects how information is received, processed, or communicated. Children and adolescents/adults

with learning disabilities have trouble processing sensory information because they see, hear, and

understand things differently.

To treat learning disorders, specially trained educators may perform a diagnostic educational

evaluation, assessing the child's academic and intellectual potential and level of academic performance.

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Once the evaluation is completed, the basic approach is to teach learning skills by building on the child's

abilities and strengths while correcting and compensating for disabilities and weaknesses.

5.03 RECOMMENDATIONS

Based on the critical and empirical analysis of the data and findings of this study, the researcher

therefore made the following recommendations:

1. Children/adolescents with learning disabilities are often very good at a variety of things. Parents

should find out what their child really enjoys doing, such as dancing, playing soccer, or working

with computers. And give them child plenty of opportunities to pursue his or her strengths and

talents.

2. Parents should find out the ways their children learn best i.e. (Does he or she learn by hands-on

practice, looking, or listening?) and help them learn through their areas of strength.

3. Teachers should review the student's evaluation records to identify where specifically the student has

trouble. Talk to specialists in your school (e.g., special education teacher) about methods for

teaching this student. Provide instruction and accommodations to address the student's special

needs. Like:

- breaking tasks into smaller steps, and giving directions verbally and in writing;

- giving the student more time to finish schoolwork or take tests;

- letting the student with reading problems use textbooks-on-tape (available

through Recording for the Blind and Dyslexic, listed under "For more

information");

- letting the student with listening difficulties borrow notes from a classmate or

use a tape recorder; and

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- letting the student with writing difficulties use a computer with specialized

software that spell checks, grammar checks, or recognizes speech.

4. Teachers should teach organizational skills, study skills, and learning strategies. These will help all

students but are particularly helpful to those with learning disabilities.

5. Teachers should work with the student's parents to create an educational plan tailored to meet the

student's needs

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INVESTIGATION INTO LEARNING DIFFICULTIES ADOLESCENTS ENCOUNTER AND THE EFFECTS ON THEIR ACADEMIC PERFORMANCES IN SCHOOLS

(A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN LAGOS STATE)

BY

EGBO AGWU EKENEDILICHUKWU

(PGDE/2011/5104)

A PROJECT SUBMITTED TO THE NATIONAL TEACHERS INSTITUTE (NTI), KADUNA

IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF THE AWARD FOR POST GRADUATE

DIPLOMA IN EDUCATION (PGDE)

DECEMBER, 2011

71

APPROVAL

We, the undersigned, certify that this project work titled An Investigation into Learning Difficulties

Adolescents Encounter and the Effects on their Academic Performances in schools was carried out

by Mr. Egbo Agwu Ekenedilichukwu, in award of Post Graduate Diploma in Education (PGDE)

We also certify that the work is adequate in scope and quality in partial fulfillment of the requirements

for the award of Post Graduate Diploma (PGDE) in Education.

_________________ ________________ Project Supervisor Date Dr. J.A. Farayola

___________________ _________________ Center Coordinator Date Dr. J.A. Farayola

DEDICATION

72

This project is dedicated to God Almighty, the giver of understanding, knowledge and wisdom for His

continues faithfulness and providence.

73

ACKNOWLEDGEMENT

I am grateful to God Almighty who has made it possible for the successful completion of the

programme.

My profound gratitude also goes to my Mum & Dad Mr. & Mrs. C. A. Agwu for their Love,

Encouragement and Moral support.

Special thanks to my amiable supervisor (Dr. J.A. Farayola) for his fatherly advice, moral

support and assistance as well as painstakingly going through this project work to ensure it came out

successfully.

I am also highly indebted to my wonderful family for their love, encouragement and support.

Many thanks to my worthy friends and brothers – Egbo Daniel, Egbo John, Blessing Ogaso, Chuks

Augustus, Akala Courage, Okosun Nicholas, Odibei Churchill, Haidome Chidi, Egbo Afamefuna,

Jennifer Ebhomielen e.t.c.

My appreciation also goes to my facilitators in the NTI Postgraduate programme especially

and all authors whose works were cited in this project, I say a big thank you.

Egbo Agwu Ekendilichukwu

(PGDE/2011/5104)

December, 2011

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ABSTRACT

This study was focused on An Investigation into Learning Difficulties Adolescents Encounter and the Effects on Their Academic Performances in Schools. The objective of the study and its significance were highlighted. Related literatures were reviewed to give the researcher an insight into the work of others in the area of study. This gave the researcher a sound background of the study to determine the viability and feasibility of the research work. The problem embedded in the system under study was made acquainted to the researcher through the review of literature. The data collected was analyzed using simple percentage method. Based on the findings, it was discovered that learning difficulties affected the academic performances of adolescents in Lagos State Secondary Schools. That higher percentage of the entire respondents agreed that environmental and biological factors influence learning difficulties in children/adolescents. Also that learning difficulties affected adolescents in learning maths, language, sciences, shorthand etc. and that gifted children/adolescents also have learning difficulties. Higher percentage of the entire respondents agreed that the assistance of teachers & parents enhanced the academic performances of adolescents with learning difficulties in schools. The researcher recommended the following among others that; Children/adolescents with learning disabilities are often very good at a variety of things; that parents should find out what their child really enjoys doing, such as dancing, playing soccer, or working with computers; and give their children plenty of opportunities to pursue areas of their strengths and talents. Parents should find out the ways their children learn best i.e. (Does he or she learn by hands-on practice, looking, or listening?) and help them learn through their areas of strength. Teachers should review the student's evaluation records to identify where specifically the student has trouble. Talk to specialists in their school (e.g., special education teacher) about methods for teaching these students. Provide instruction and accommodations to address the student's special needs. Teachers should teach organizational skills, study skills, and learning strategies. These will help all students but are particularly helpful to those with learning disabilities. And teachers should work with the student's parents to create an educational plan tailored to meet the student's needs.

75

REFERENCES

Gillberg, C. Harrington, R. & Steinhausen, H-C. (eds) (2006) ‗A Clinician‘s handbook of child and adolescent

psychiatry‘ (1.st edn) University Press Cambridge.

Gina M.A., Jeanne S., Ph.D., and Deborah C., Psy.D (2011) Learning Disabilities Basics

Higgins, P. and Muller, O. (1988). The Prevention of Poor School Performance and School Failure:

Literature Review. Amherst H. Wilder Foundation.

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http://www.medicinenet.com/learning_disability/page6.htm what are learning disabilities

http://www.rcpsych.ac.uk/mentalhealthinfo/mentalhealthandgrowingup/learningdisability.aspx what is meant

by learning disability?

Kathryn Wentzel (1998), "Social Relationships and Motivation in Middle School: The Role of Parents,

Teachers, and Peers," Journal of Educational Psychology, Vol. 90 (1998), pp. 202-209.

McGee R, Silva P. A, & Williams S. (1984) Perinatal, neurological, environmental and developmental

characteristics of seven-year-old children with stable behaviour problems. J Child Psychol Psychiatry.

Raven J.C. (1938) Progressive Matrices: A Perceptual Test of Intelligence. London, United Kingdom: HK

Lewis and Co.

Rutter, M. & Taylor, E. (eds) (2008) 'Rutter‘s Child and Adolescent Psychiatry' (5th edn). London: Blackwell

Publishing.

Sundius, M.J. et al. (1991). The Developmental of Academic Self Concept in Children: Social context and

Performance Feedback, Paper Presented at Society for Research on Child Development, Seattle.

WWW.HELPGUIDE.ORG. Learning Disabilities in Children - Learning Disability Symptoms, Types, and

Testing

Questionnaire on an investigation into learning difficulties adolescents encounter and the effects on

their academic performances in Lagos State Secondary Schools.

Please tick (√) where appropriate in the space provided.

1. Sex: Male: ( ) Female: ( )

2. Marital statues: Married ( ) Single ( )

3. Educational Qualification:

JSS ( )

SSS ( )

NCE ( )

77

HND/B. Sc/B. Ed ( )

MBA/M Sc ( )

4. What class are you?

JSS 1 ( )

JSS 2 ( )

JSS 3 ( )

SSS 1 ( )

SSS 2 ( )

SSS 3 ( )

5. Status:

Teacher ( )

Student: ( )

Parent: ( )

6. Your child or students find it unusually difficult in solving problems in maths, Language and

shorthand.

Agreed ( )

Disagreed ( )

Undecided ( )

7. The physical, psychological and biological environment constitutes a major cause to learning

difficulties in adolescents.

Agreed ( )

Disagreed ( )

Undecided ( )

8. Teachers/educationist and parents contribute to the enhancement of the academic performance of

adolescents with learning difficulties.

Agreed ( )

Disagreed ( )

Undecided ( )

9. Gifted children/adolescents could also have learning difficulties.

78

Agreed ( )

Disagreed ( )

Undecided ( )

10. Adolescents with learning difficulties perform optimally in his/her academic tasks in schools.

Agreed ( )

Disagreed ( )

Undecided ( )

11. Learning difficulty a product/factor of lack of intelligence?

Agreed ( )

Disagreed ( )

Undecided ( )

12. Genetic factors, infections before birth, brain injury or brain damage after birth cause learning

difficulties?

Agreed ( )

Disagreed ( )

Undecided ( )

13. Learning difficulties have negative effect on adolescents‘ school achievements

Agreed ( )

Disagreed ( )

Undecided ( )

14. Your child or students have problems with reading, writing, spelling and speaking.

Agreed ( )

Disagreed ( )

Undecided ( )

15. You have problems with reading maths, maps, charts, symbols, pictures, handwriting and organizing

ideas?

Agreed ( )

Disagreed ( )

Undecided ( )

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16. The use of activity-based study tools like role-play or modeling building by the teachers improve the

academic performance of adolescents with learning difficulties?

Agreed ( )

Disagreed ( )

Undecided ( )

17. Reading notes or study materials aloud as well as use books, videos, computers, visual aids and

flashcards enhance the performance of adolescents with learning difficulties?

Agreed ( )

Disagreed ( )

Undecided ( )