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Published Article / Children with Learning Problems (LP) differ from other children and are mostly identified in the primary grades. Factors which may influence the development of sensory products to stimulate children with LP are design factors such as illustrations, colour, themes and supporting factors which include therapeutic practices and cultural sensitivity. The previous mentioned factors may be beneficial for text enhancement and reading comprehension within books for children with Learning Disabilities (LD). It is envisaged that if design factors as well as sensory stimulants are integrated into play therapy mediums such as the Sensory Product (SP), it will be able to stimulate a child with LP through different therapeutic practices. Special needs teachers aid children with LP through intervention strategies once they are identified. Intervention strategies involve the use of instruments such as scripted and prescribed programmes (Fuchs & Fuchs, 2006), reading aloud by teachers to children (Fisher, Flood, Lapp & Frey, 2004) and one-on-one instruction as part of the three-tiered Reading to Intervention Model (RIM) (Scanlon & Sweeney, 2008). SP have the potential to assist teachers and children with LP but only if those products are appropriate for the children's developmental level (Oravec, 2000).

<p>Sammanfattning</p><p>I mitt examensarbete om dyskalkyli eller som det också kallas, specifika matematiksvårigheter vill jag visa på problematiken kring dessa inlärningssvårigheter, dels vill jag visa att det inte råder enighet bland forskare och andra professionella på ämnesområdet. Om verkligen dyskalkyli är en rimlig diagnos eller inte. Oenighet råder också om problemets omfattning samt vilka orsakerna är till att vissa elever får inlärningssvårigheter i matematikämnet. Jag drar även vissa paralleller och jämförelser med dyslexi eftersom denna diagnos är sedan länge accepterad och används utan ifrågasättande både i skolans värld och i resten av samhället.</p><p>För att kunna genomföra detta examensarbete så har jag ägnat mig åt litteraturstudier, Internetsökningar, idéutbyte med matematiklärare samt tillbakablickar på mina egna erfarenheter som lärarvikarie. Eftersom jag själv under min skoltid och som student på lärarutbildningen haft stora problem med delar av matematiken så har det varit extra intressant att försöka belysa problemet kring inlärningssvårigheter i matematik.</p><p>När jag studerat litteraturen så har jag funnit att två personer representerar skilda ståndpunkter angående matematiksvårigheter. Dessa personer är Björn Adler och Gunnar Sjöberg vilka båda två nog får anses vara två av landets ledande forskare på området. Deras åsikter går isär i många avseenden men även att de i vissa frågor är ganska överens. Vad jag också slås av är att Björn Adler verkar se problem kring matematiksvårigheter i ett ovanifrån perspektiv medan Gunnar Sjöberg som fortfarande verksam matematiklärare ser problemen mer ur elevperspektiv.</p><p>Nyckelord: Dyskalkyli, matematiksvårigheter, inlärningsproblem</p> / <p>Abstract</p><p>In my diploma paper on dyscalculia, or specific mathematics difficulties as it is also in known, I would like to highlight certain questions concerning these learning difficulties. I would like to show that there is no common view among researchers and professionals in the area on whether or not dyscalculia is a reasonable diagnosis. There is also no common view on the extent of the problem, nor what the reasons why some students get learning difficulties in mathematics are. I am also making some parallels and comparisons to dyslexia since the schools of today and the society in general have since a long time accepted this diagnose and use it without questioning.</p><p>In order to be able to undertake my thesis I have studied literature, done internet research, had exchange of ideas with math teachers and also made use of my own experiences as a substitute teacher. Because of my own difficulties with different areas in math, both during my years in compulsory school, high school and also as a university student, I have found a special interest in trying to highlight these questions concerning learning difficulties in mathematics.</p><p>When studying the literature I have found two persons that represent different position on mathematics difficulties; Björn Adler and Gunnar Sjöberg. Both may be regarded as two of the more prominent researchers in the area. Their opinion differs in many ways but also that they have some common views. I also found that Björn Adler seems to approach the mathematics difficulties from a different perspective than Gunnar Sjöberg who is still active as a math teacher and have the perspective from his pupils.</p><p>Keywords: Dyscalculia, mathematics difficulties, learning problems</p>

The human motor system exhibits remarkable adaptability, enabling us to maintain high levels of performance despite ever-changing requirements. There are many potential sources of error duringmovement to which the motor system may need to adapt: the properties of our bodies or tools may vary over time, either at a dynamic or a kinematic level; our senses may become miscalibrated over time and mislead us as to the state of our bodies or the true location of an intended goal; the relationship between sensory stimuli and movement goals may change. Despite these many varied ways in which our movements may be disturbed, existing models of human motor adaptation have tended to assume just a single adaptive component. In this thesis, I argue that the motor system maintains multiple components of adaptation, corresponding to the multiple potential sources of error to which we are exposed. I outline some of the shortcomings of existing adaptation models in scenarious where multiple kinds of disturbances may be present - in particular examining how different distal learning problems associated with different classes of disturbance can affect adaptation within alternative cerebellar-based learning architectures - and outline the computational challenges associated with extending these existing models. Focusing on the specific problem in which the potential disturbances are miscalibrations of vision and proprioception and changes in arm dynamics during reaching, a unified model of sensory and motor adaptation is derived based on the principle of Bayesian estimation of the disturbances given noisy observations. This model is able to account parsimoniously for previously reported patterns of sensory and motor adaptation during exposure to shifted visual feedback. However the model additionally makes the novel and surprising prediction that adaptation to a force field will also result in sensory adaptation. These predictions are confirmed experimentally. The success of the model strongly supports the idea that the motor system maintains multiple components of adaptation, which it updates according to the principles of Bayesian estimation.

Sammanfattning I mitt examensarbete om dyskalkyli eller som det också kallas, specifika matematiksvårigheter vill jag visa på problematiken kring dessa inlärningssvårigheter, dels vill jag visa att det inte råder enighet bland forskare och andra professionella på ämnesområdet. Om verkligen dyskalkyli är en rimlig diagnos eller inte. Oenighet råder också om problemets omfattning samt vilka orsakerna är till att vissa elever får inlärningssvårigheter i matematikämnet. Jag drar även vissa paralleller och jämförelser med dyslexi eftersom denna diagnos är sedan länge accepterad och används utan ifrågasättande både i skolans värld och i resten av samhället. För att kunna genomföra detta examensarbete så har jag ägnat mig åt litteraturstudier, Internetsökningar, idéutbyte med matematiklärare samt tillbakablickar på mina egna erfarenheter som lärarvikarie. Eftersom jag själv under min skoltid och som student på lärarutbildningen haft stora problem med delar av matematiken så har det varit extra intressant att försöka belysa problemet kring inlärningssvårigheter i matematik. När jag studerat litteraturen så har jag funnit att två personer representerar skilda ståndpunkter angående matematiksvårigheter. Dessa personer är Björn Adler och Gunnar Sjöberg vilka båda två nog får anses vara två av landets ledande forskare på området. Deras åsikter går isär i många avseenden men även att de i vissa frågor är ganska överens. Vad jag också slås av är att Björn Adler verkar se problem kring matematiksvårigheter i ett ovanifrån perspektiv medan Gunnar Sjöberg som fortfarande verksam matematiklärare ser problemen mer ur elevperspektiv. Nyckelord: Dyskalkyli, matematiksvårigheter, inlärningsproblem / Abstract In my diploma paper on dyscalculia, or specific mathematics difficulties as it is also in known, I would like to highlight certain questions concerning these learning difficulties. I would like to show that there is no common view among researchers and professionals in the area on whether or not dyscalculia is a reasonable diagnosis. There is also no common view on the extent of the problem, nor what the reasons why some students get learning difficulties in mathematics are. I am also making some parallels and comparisons to dyslexia since the schools of today and the society in general have since a long time accepted this diagnose and use it without questioning. In order to be able to undertake my thesis I have studied literature, done internet research, had exchange of ideas with math teachers and also made use of my own experiences as a substitute teacher. Because of my own difficulties with different areas in math, both during my years in compulsory school, high school and also as a university student, I have found a special interest in trying to highlight these questions concerning learning difficulties in mathematics. When studying the literature I have found two persons that represent different position on mathematics difficulties; Björn Adler and Gunnar Sjöberg. Both may be regarded as two of the more prominent researchers in the area. Their opinion differs in many ways but also that they have some common views. I also found that Björn Adler seems to approach the mathematics difficulties from a different perspective than Gunnar Sjöberg who is still active as a math teacher and have the perspective from his pupils. Keywords: Dyscalculia, mathematics difficulties, learning problems

Magistro baigiamojo darbo tikslas – remiantis mokslinės: edukologinės, psichologinės, sociologinės literatūros šaltiniais, empiriniu patyrimu analizuoti jaunimo mokyklos mokinių mokymosi ypatumus, o taip pat kiekybinio - kokybinio tyrimo pagalba nustatyti jaunimo mokyklos mokytojų nuostatų į savo auklėtinius raišką, jaunimo mokyklos mokinių asmenybės kryptingumą ir kokią įtaką pedagogų nuostatos gali turėti mokinių mokymuisi, elgesiui, ateities lūkesčiams. Jaunimo mokykla yra skirta mokytis paaugliams nuo 12 iki 18 metų, kurie nepritampa bendrojo lavinimo mokykloje, turi mokymosi, elgesio, psichologių problemų. Darbe plačiau aptariama jaunimo mokyklos specifika, jos ugdytinių kontingentas, besimokančiųjų mokymosi ypatumai. Taip pat apteikiami atlikto kiekybinio – kokybinio tyrimo rezultatai. Tyrimas buvo atliekamas keturiose (Šiaurės Lietuvos, 2 – Vakarų Lietuvos, Pietų Lietuvos) jaunimo mokyklose. Jame dalyvavo 54 jaunimo mokyklų mokytojai ir 10 jaunimo mokyklų auklėtinių. Kombinuoto tyrimo instrumentais pasirinkti: 1.anketinė apklausa; 2. pusiau struktūruotas interviu; 3. testai; Tyrimo metu nustatyta, kad jaunimo mokyklų mokytojai turi labiau neigiamas nuostatas į jaunimo mokyklos mokinius; jaunimo mokyklų auklėtiniai yra pozityviai nusiteikę savo ateities lūkesčių atžvilgiu, kritiškai ir realiai vertina savo gebėjimus ir galimybes. Atsižvelgiant į tyrimo rezultatus pateiktos atitinkamos išvados ir rekomendacijos. Tyrimą galima vertinti, kaip jaunimo mokyklos ugdymo... [toliau žr. visą tekstą] / The aim of the master‘s thesis is to analyze the specific learning features of pupils at youth school according to scientific educological, psychological and sociological literature sources and empirical experience and also to ascertain the expression of youth school teachers’ attitude towards their pupils, personality purposefulness of youth and what kind of influence teachers’ attitude can make on pupils‘ learning, behaviour, future expectations using quantitative and qualitative analysis. Youth school is dedicated for teenagers from 12 to 18 years old who cannot adapt themselves at school of general education, who have learning, behavior and psychological problems. This paper discusses specific features of youth school, its pupils’ contingent and peculiarity of those who learn here. Also the results of quantitative and qualitative analysis are presented. The research was carried out at four youth schools in Lithuania (1 Northern, 2 Western, 1 Southern schools). 54 youth school teachers and 10 youth school pupils participated in the research. The methods of combined analysis are: 1. questionnaire; 2. half structural interview; 3. tests. The research showed that teachers of youth school have more negative attitude towards pupils at youth school; pupils are more positive about their future expectations, they critically evaluate their abilities and opportunities. Corresponding conclusions and recommendations are presented according to the results of the research. The... [to full text]

Orientador: Luci Banks-Leite / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-15T19:57:25Z (GMT). No. of bitstreams: 1 Palhares_Odana_D.pdf: 1099664 bytes, checksum: e7d73e0486dfe67e89a67320c2d6112a (MD5) Previous issue date: 2010 / Resumo: O presente trabalho inscreve-se no campo das relações entre psicanálise e educação. Tem como objetivo refletir sobre a posição do especialista que atende crianças com problemas de aprendizagem. Na primeira parte, apresentamos os problemas de aprendizagem no cenário psicopedagógico e, em seguida, na perspectiva psicanalítica, que coloca o olhar na singularidade do sujeito e retira o enfoque de doença que tem tratado como distúrbio aquilo que não é um problema funcional. Na segunda parte, abordamos as noções psicanalíticas de sujeito, sintoma e estilo, para formalizar as bases conceituais que organizam e estruturam uma clínica do aprender. Por fim, por meio da teoria dos quatro discursos, de Lacan, consideramos que o especialista que pretende fazer uma clínica do aprender precisa colocar-se no avesso do lugar classicamente ocupado pelo psicopedagogo, ou seja, sair da posição daquele que detém o saber sobre o sujeito para o lugar do não-saber. Articulamos esse giro na posição discursiva com o conceito de mestre não-todo, que leva em conta o sujeito do inconsciente, tempera seu gozo e pode operar uma transformação subjetiva naquele que padece as vicissitudes na aprendizagem. / Resumè: Le présent travail s'inscrit dans le champ des relations entre la psychanalyse et l'éducation. Son objectif est de réfléchir sur la position de l'expert accueillant dês enfants avec des problèmes d'apprentissage. Dans la première partie, nous présentons les problèmes d'apprentissage sur la scène pédagogique, ensuite dans une perspective psychanalitique. Cette dernière oriente son regard vers la singularité du sujet sans considérer comme trouble ce qui n'est pas um problème fonctionnel. Dans La deuxième partie, nous présentons les notions psychanalytiques de sujet, de symptôme et de style, pour formaliser les bases conceptuelles qui organisent et structurent une clinique de l'apprentissage. Finalement, fondés sur la théorie des quatre discours de Lacan, nous considérons que l'expert qui a l'intention de pratiquer une clinique du " apprendre " doit se situer à l'envers du lieu occupé traditionnellement par le psychopedagogue, c'estè- dire, sortir de la position de celui qui detient le savoir sur le sujet vers le lieu du non-savoir. Nous articulons ce tour dans la position discursive par le concept de maître non-tout, qui tient compte du sujet de l'inconscient, calme sa jouissance et peut opérer une transformation subjective sur celui qui subit les vicissitudes dans l'apprentissage. / Abstract: This is study in the field of relations between psychoanalysis and education. It is aimed at fostering a reflection on the role of specialists assisting children with learning problems. For such, we firstly present learning problems in a psychopedagogical context and, then, from a psychoanalytical perspective. The latter focuses on subjects' singularity instead of treating their problems as kinds of illnesses or disorders when they are not functional problems. In the second part, we approach psychoanalytical notions of subject, symptom and style, in order to formalize the conceptual bases that organize and structure a learning clinic. Last, with the use of Lacan's theory of the four discourses, we consider that a specialist intending to establish a learning clinic must see himself or herself on the opposite position to the role traditionally played by a psychopedagogue, that is, he or she must leave the position of someone who knows everything about a subject to occupy the position of someone who ignores things about him a subject. We promote this discursive shift with the unexclusive master concept, which considers the unconsciuos subject, fulfills his or her desires and can operate a subjective change in people who suffer with learning challenges. / Doutorado / Psicologia, Desenvolvimento Humano e Educação / Doutor em Educação