Analysis On The Influencing Factors And Intervention Of Learning Ability Among Learning Disorder Students

The purposes of this study were (a) develop the learning disorder test (LDT),(b) setthe norm of the different grade pupil of Suzhou area, and (c) discover the influence factorsof learning ability of learning disorder students. On this basis,(d) to design and implementa neural integration training program (NITP) for learning effects of the learning disorderstudents in the elementary school, and under quasi-experiments, to explore the influencesof NITP on learning ability, sensory integrated ability and electroencephalography (EEG)of the learning disorder students.The study was conducted with stratified random sampling among6000students inSuzhou area to test the reliability and validity of the scale and found their indexes weregood. Then set the norm of the different grade pupil of Suzhou area, to discover theinfluence factors of their learning ability. And under―equivalent pretest-posttest controlgroup design.‖The subjects of the study were sampled conveniently from the fourth-gradelearning disorder students of one elementary schools in Kunshan City, and were assigned atrandom and respectively as the experimental group (EG) and the control group (CG). Themembers (n=10) of the experimental group practiced20lessons NITP before after classesin ten weeks, while the members (n=10) of the control group did their activities as usual.The instruments used for this study included―learning disorder test‖, and―SensoryIntegration Function Assessment.‖The analysis of independent T test and Paired-SamplesT Test was used to analyze the data obtained from the results of pretests and posttests onthe used instruments.The results and findings of this study were as follows:1. Learning disorder test (LDT) was conducted by nine first rank factors and3secondrank factors, and the formal scale has good liability and validity. 2. The norm of the different grade pupil of Suzhou area of LDT is quite representativein the locality and the circumjacent areas.3. The results indicated that learning ability of the pupil in Suzhou area was high, andthe highest of cognition ability, and the lowest of attention. Furthermore, it was found thatthe background of the learning disorder students had a significant impact on learningability.4. The rate of learning disorder in Suzhou area was16.43%, the learning ability oflearning disorder student was low, and the lowest of attention. Furthermore, it was foundthat the background of the learning disorder students had a significant impact on learningability.5.NITP had significant teaching effects to the learning disorder students on numericalability, reading ability, language competence, writing ability, attention, social acceptability,the development of kinesthetic and consciousness of―learning disorder test‖, but didn'thave significant teaching effects on elaborative faculty and cognitive competence; NITPhad significant teaching effects to the learning disorder students on postural movement,bilateral integration sequencing, bodily-sensory appliance, sensory modulation,emotion/behavior, and overall SI abilities of―Sensory Integration Function Assessment‖,but didn't have significant teaching effects on sensorydiscrimination, sensoryseeking, andattention and activity level. NITP had significant teaching effects to the learning disorderstudents on EEG.Analysis and discussion were made on the basis of these above outcomes, andsuggestions were offered for practical teaching and future research.