نشریه تعلیم و تربیت استثنایی
سال هفدهم شماره 148 (آذر و دی 1396)

Given the high prevalence of learning difficulties among Iranian students, diagnosis, education and rehabilitation can reduce the problems and injuries in the education and treatment of these children. Considering the importance and role of education in the realization of educational justice in society, one of the groups that have an important and undeniable role in the success of students with learning difficulties are teachers who can be referred to as educational architects of these students. Early identification student with learning difficulties by Regularly teachers in school, with regard to the golden age, educational and rehabilitation interventions can save time, cost, education, and prevent labeling and its psychosocial and socioeconomic consequences for Families and communities, and finding out about the severity of their problems and their complications, disorders including anxiety, mood, Attention deficit hyperactivity disorder and social-emotional problems. Therefore, the present study, looking at learning problems and introducing the role of teachers in identifying these problems, introduces strategies for families, pre-schools and schools.

One of the issues that has long been of interest to researchers is learning disorder. This term was first proposed by Samuel Kirk in 1963 to describe a group of children who were impaired in the development of language, speech, reading, and communication skills. He believed that the cause of these disorders was brain damage and brain malfunctioning. However learning disabilities in the Adler-Dreikurs approach is called learning difficulties which are created due to various factors such as lack of encouragement, lack of respect, lack of sense of belonging, lack of empowerment, lack of accountability, Poor self-concept, lack of cooperation and lifestyle. The present paper aims to examine each of these factors on learning difficulties. For this purpose, some articles about Adler-Dreikurs approach to reading problems in Scopus, Eric, Pubmed and Google search engines were studied using the key words of reading disorder and individual psychology and other related terms. The results of this study showed that improving the sense of belonging, encouragement, empowerment, accountability, self-concept and lifestyle of students with reading difficulties would enhance student's ability to read.

One of the most common learning disabilities among students is dyslexic disorder, which accounts for one third of all learning disabilities. Therefore, the present study aimed to introduce educational strategies to improve spelling learning disorder in students. Teacher's familiarity with such strategies can help them to overcome obstacles, problems, and difficulties in realizing the educational goals of this lesson. Genetic factors, neurological activity, difficulties related to Persian line, cultural and family factors, factors related to weakness in reading and educational and educational factors are the most important causes of spelling learning disorder that can be Applying strategies such as jurors, sensory senses, perceptions and memory, direct teaching, phonological awareness, and combination training helped to improve and diminish them.

The purpose of this study was to investigate the role of play therapy in improving problems of children with specific learning disorder. Accordingly, by reviewing the scientific resources available in this field, we have introduced various aspects of play therapy, definitions, evidence of effectiveness and examples of the proposed exercises. The results indicated that therapists, teachers and parents can use play therapy as an effective therapeutic and educational approach to help children with specific learning disorder. The results also showed that although there is some research evidence to support the positive impact of play therapy on the different aspects of the development of children with special learning disorder, yet this area still needs more experimental support.

Reading is one of the core competencies of all educational systems, as reading growth increases other areas of literacy. Although the result of reading in reading comprehension is crystallized, the main prerequisite for reading comprehension is reading fluency. The purpose of this article is to study the definitions and related factors of reading fluency. Reading as cognitive activity Describing and interpreting the print symptoms involves a complex process whose quality has a direct impact on reading achievements. The lack of reading fluency development can be a serious issue for students, due to lack of apparent characteristics of the problem, identifying and sometimes accepting it for parents and educators is costly and time-consuming. Several factors are involved in the development of reading fluency because of the individual characteristics of the reader, the characteristics of the subject and the educational programs involved. Thus, regardless of the characteristics of the reader, the assignment, the educational environment for studying and promoting the subject is not feasible.