Psychological Principles of Learning Language in Children with ADHD and Dyslexia

Abstract

Abstract Recent epidemiological data show that Attention Deficit and Hyperactivity Disorder (ADHD) and Dyslexia are highly prevalent in children population which needs to focus on research of special forms of education that are specifically different for various learning disciplines. Major problems of these children with ADHD and dyslexia that were found in developmental and school psychology research are high occurrence of reading and spelling errors and attentional deficits. Serious problem in special education that play very important role in school environment of these children represent also various forms of behavioral disorders that in typical forms may manifest as uncontrolled and involuntary speech and movements. In many cases these deficits are developmentally influenced and may be specifically linked to increased fatigue and decreased attention that may lead to manifestation of cognitive tiredness or exhaustion and various forms primary reflex behavior related to involuntary movements. In addition these children with ADHD and dyslexia are highly sensitive to various psychosocial stressors that make school environment highly specific with respect to relaxed atmosphere in the classroom. In addition these children need a high level of acceptance and special learning regimes as for time schedules and classroom arrangement which is inconsistent with majority of traditional forms of teaching and learning in the classroom. These specific regimes of teaching and learning in children with ADHD and dyslexia, although they have certain general rules, need to be specifically applied to various learning disciplines and in teaching and learning language the main focus is on non stressful environment and communicative atmosphere of acceptance.