Abstract:

The main purpose of this research is to study the relationship of language with sciences as well as cognitive and cultural factors, regarding the difficulties faced by children with or without Learning Difficulties. Learning disabilities is a general term that refers to a heterogeneous group of disorders, which are manifested by significant difficulties in acquiring and using listening, speaking, reading, writing, reasoning or math skills. "These disorders are inherent in the individual, are attributed to dysfunction of the central nervous system, and can exist throughout their life."

More simply, learning disability is usually defined as a child's difficulty in understanding or using language, performing mathematical calculations, maintaining concentration and even coordinating body movements.

The first objective is to investigate the causes associated with any difficulties that occur initially in understanding and then in problem-solving. The second objective is to detect whether these difficulties are due to the Learning Difficulties or the cognitive gap that students may have. We also want to learn about the language background of the child and his/her family, in order to see what is the role of language in the learning process and in the school course of the student in general.

In this research, children aged 9 years (Third Grade) will take part. The children will come from normal schools with or without integration classes.

To collect data, a questionnaire will be used. The questions it contains concern the language course, from which an attempt will be made to obtain information on comprehension, perceptual and mathematical skills. There are also questions related to social and cultural aspects of the student's family.

Keywords:

Special education, mathematics, computer science, dyslexia, inclusive learning.