Project topics and materials
Get Complete Project Material File(s) Now! »
CAUSES OF LEARNING DIFFICULTIES
Hallahan and Kauffman (1991:127), Flynn and Flynn (1998:6), Mastropieri and Scruggs (2004:68), as well as Turkington and Harris (2002:123) argue that the causes of learning disabilities are not exactly known. Nevertheless, various theories exist that indicate that learning difficulties can be caused by diverse factors and these may differ from learner to learner. It is important at this stage to point out that there is a difference between learning difficulty and learning disability. While learning difficulty may be perceived as arising from experiences due to external influences, learning disability is seen as resulting from internal factors (Adelman & Taylor, 1993:25-28), and the researcher’s opinion is that this may automatically lead to learning difficulty.
In the following section the researcher will explore some of the possible causes of learning difficulties evident from the literature. Factors that cause learning breakdown can be regarded as barriers to learning. These may reside in the learner, the school or learning centre, the system of education, the wider society, and economic and political circumstances. Speece, Molloy and Case (2003:38) are of the view that a variety of factors could be responsible for the manifestation of learning difficulties, and these could reside in the learner, the instructional strategy or in both. Donald et al. (2002:29) see poverty as an external factor, which may lead to a series of barriers to productive learning. The Education White Paper 6 (DoE, 2001:7) also made note of a range of barriers that may lead to a breakdown in learning.
GENETIC OR HEREDITARY FACTORS
Hallahan and Kauffman (1991:128), Smith (1998:71), Gous and Mfazwe (1998:21), as well as Turkington and Harris (2002:123) maintain that there is sufficient evidence showing that learning disabilities tend to run in families. This implies that heredity is a factor here. Flynn and Flynn (1998:7) also share this belief. In this study, the researcher will acknowledge the considerable impact that genetic factors may have on learning difficulties. However, the consequent effects of environmental factors will also be considered, especially in the light of the ways in which learning support manifests itself. Smith (1998:73) and Mastropieri and Scruggs (2004:69) state that the study of identical twins has revealed a genetic role in learning disabilities- that is, if one twin has a reading problem, the other is very likely to have the same disability (Hallahan & Kauffman, 1991:128). The researcher agrees with Smith where genetic tendency is at play. Smith (1998:74) is also of the opinion that children may be found to perform at the same intellectual level as their parents. The genetic or hereditary factor can be seen as internal or as being intrinsic in the learner and so not easily detected by the educator. Adelman and Taylor (1993:14) regarded genetic factors as Type III learning problems.
FACTORS WITHIN THE LEARNER
According to Lerner (2003:11), it is often implied that learning disability results from neurological factors. A dysfunction of the central nervous system can lead to learning problems, which may, however, be modified positively or negatively by environmental events (Lerner, 2003:11). Worthy of note is the fact that irregular growth pattern of areas of mental ability could lead to learning disability. In other words, where some components mature at the expected rate, others may lag in their development (Lerner, 2003:11 & 12). A learner can exhibit learning problems that could have arisen as a result of suffering slight brain damage due to trauma at birth, which could not be detected at the time (Eysenck, 2000:617), or as a result of the use of drugs or alcohol during pregnancy, Rh incompatibility and premature or prolonged labour (Turkington & Harris, 2002:123), or even underfunctioning in certain areas of the brain that cannot be identified easily (Gous & Mfazwe, 1998:21). Flynn and Flynn (1998:7) hold the view that infection or illness before or after birth and an inadequate amount of oxygen at birth can lead to learning disabilities. Adelman and Taylor (1993:14) referred to this as the Type III learning problem, where a minor internal disorder can be responsible for the disability. However, Turkington and Harris (2002:123) assume that it could be as a result of a disturbance to the central nervous system triggered by different factors. Flynn and Flynn (1998:6) agree that damage to parts of the central nervous system could be a possible cause of learning disabilities. Hallahan and Kauffman (1991:128) are also of the opinion that the dysfunction of the central nervous system could be seen as a primary cause of learning difficulties. The researcher, however, ponders on whether other causes outside congenital factors could result in learning difficulties. In the researcher’s view, unwillingness of the learner to learn, deliberately choosing to be negatively influenced by peers in order to belong, and perhaps sheer laziness on the part of the learner could also count as factors leading to learning difficulties.
FACTORS RELATED TO THE EDUCATION OF THE LEARNER
The learner may experience barriers in his education if a good relationship does not exist between him and the educator (parents or teacher). Occasions may arise (as witnessed by the researcher), where the environment does not accommodate his skills and so may not offer enough challenges, in that it may demand more than the learner’s ability can give or less than he can take, thereby making him feel overwhelmed (Adelman & Taylor, 1993:161). If the learning environment is not motivating and tolerant of the learner’s culture, language, gender and general ability, problems can arise in learning. Adelman and Taylor identified this as the Type II learning problem. Taking language and culture as examples, the researcher’s impression is that language and cultural differences in a learning environment will inevitably result in unproductive learning. The researcher believes that proficiency in the language of instruction is of the utmost importance in a learning situation. Donald et al’s viewpoint (2002:340) complements that of Adelman and Taylor when they state that the learner could be experiencing difficulties due to poor methods of instruction and recurrent change of educators or even schools.
The quality of teaching and the organisation of instructions received by learners can cause problems, according to Van Kraayenoord and Elkins (1998:148). In agreeing with Van Kraayenoord and Elkins’ point, the researcher needs to state that where the educator becomes the truant, or is not a trained educator (as was witnessed by the researcher), the learner often bears the brunt, especially if he has to write a unified examination in that learning area. Reay (1995:39) is of the view that lack of motivation on the part of the learner, inappropriate subject matter and inadequate study skills result in learning difficulties. This, in the view of the researcher, could have arisen from a lack of coordination between the learner, the educator and perhaps the parents.
CHAPTER 1 IDENTIFYING THE STUDY
1.1 INTRODUCTION
1.2 THE BACKGROUND OF THE STUDY
1.3 RATIONALE BEHIND THE STUDY
1.4 RESEARCH QUESTION
1.5 PURPOSE OF THE STUDY
1.6 RESEARCH DESIGN
1.7 CONCEPTUAL FRAMEWORK
1.8 KEY CONCEPTS
1.9 LIMITATIONS AND STRENGTHS OF THE STUDY
CHAPTER 2 EXPLORING THE LITERATURE
2.1 INTRODUCTION
2.2 LITERATURE REVIEW
2.3 CAUSES OF LEARNING DIFFICULTIES
2.4 DEVELOPMENTAL FACTORS OF ADOLESCENTS (15TO 18-YEAR OLDS)
2.5 LEARNING SUPPORT
2.6 CONCLUSION
CHAPTER 3 EXPLORING AND EXPLAINING THE MANIFESTIONS OF LEARNING SUPPORT
3.1 INTRODUCTION
3.2 THE RESEARCH PROCESS
3.3 PARADIGM
3.4 PLACE OF RESEARCH
3.5 SELECTION OF PARATICIPANTS
3.6 RESEARCH DESIGN
3.7 DESCRIPTION OF PARTICPANTS AND CO-PARTICIPANTS
3.8 DATA ANALYSIS AND INTERPRETATIONS
3.9 THEME ANALYSIS
3.10 FOLLOW-UP INTERVIEWS
3.11 CONCLUSION
CHAPTER 4 FRAMING THE FINDINGS IN TERMS OF EXISTING LITERATURE
4.1 INTRODUCTION
4.2 SUMMATION OF FINDINGS
4.3 FINDINGS AS THEY RELATE TO LITERATURE
4.4 CONCLUSION
CHAPTER 5 FINAL SYNOPSIS
5.1 INTRODUCTION
5.2 REVISITING THE RESEARCH QUESTIONS
5.3 TRUSTWORTHINESS OF THE STUDY
5.4 RECOMMENDATIONS
5.5 LIMITATIONS OF THE STUDY
5.6 STRENGTHS OF THE STUDY
5.7 CONTRIBUTIONS OF THE STUDY
5.8 CLOSING REFLECTIONS
LIST OF REFERENCES
