The “Specific Learning Disabilities” with a focus on dyslexia, dyscalculia, and their relation to emotional stress.

Abstract

Dyslexia and dyscalculia are the most discussed learning difficulties in Norwegian classrooms nowadays. These students have a big portion as a vulnerable group in schools and need more assistance to be successful in academic subjects. However, the emotional well-being and mental health of these students is the key to their “life mastery”. In this thesis, I studied the emotional stress of students with learning disabilities, focusing on dyslexia and dyscalculia. The goal and research question of my study was to explore "how special pedagogues/ pedagogues approach and assist students with dyslexia and dyscalculia in dealing with stress and avoiding emotional difficulties." I conducted qualitative research and interviewed four special pedagogues/pedagogues from secondary schools. My study showed that students with specific learning difficulties have distinctive characteristics and behaviors due to the difficulties, particularly in reading, writing, and mathematics. They require additional support to succeed in academic disciplines. The emotional and mental health of these students is critical to their "life mastery." These students, especially in secondary school, have decreased self-efficacy and emotional stress because of their learning difficulties. Most students with dyslexia and dyscalculia use maladaptive and short-term stress-coping strategies. Individual and environmental factors are very essential and can play a significant role in promoting students’ well-being and academic accomplishment. As a result, schools must pay greater attention to providing a friendly, inclusive, and positive atmosphere in which these students can get help and advice for both their academic and mental health and well-being.

Dyslexia and dyscalculia are the most discussed learning difficulties in Norwegian classrooms nowadays. These students have a big portion as a vulnerable group in schools and need more assistance to be successful in academic subjects. However, the emotional well-being and mental health of these students is the key to their “life mastery”. In this thesis, I studied the emotional stress of students with learning disabilities, focusing on dyslexia and dyscalculia. The goal and research question of my study was to explore "how special pedagogues/ pedagogues approach and assist students with dyslexia and dyscalculia in dealing with stress and avoiding emotional difficulties." I conducted qualitative research and interviewed four special pedagogues/pedagogues from secondary schools. My study showed that students with specific learning difficulties have distinctive characteristics and behaviors due to the difficulties, particularly in reading, writing, and mathematics. They require additional support to succeed in academic disciplines. The emotional and mental health of these students is critical to their "life mastery." These students, especially in secondary school, have decreased self-efficacy and emotional stress because of their learning difficulties. Most students with dyslexia and dyscalculia use maladaptive and short-term stress-coping strategies. Individual and environmental factors are very essential and can play a significant role in promoting students’ well-being and academic accomplishment. As a result, schools must pay greater attention to providing a friendly, inclusive, and positive atmosphere in which these students can get help and advice for both their academic and mental health and well-being.