I. Performance: 1. What is learning difficulty? Some parents will encounter this problem, their children also seem to be relatively smart, and other children do not feel any different, but they refuse to learn, do homework always need to take turns to look at mom and dad, procrastination. She is not good at reading, arithmetic and oral expression. His academic performance declines, and he is often complained about by teachers and called to school for parent-teacher conferences, etc. This phenomenon in children is known as learning difficulties. Simply put, it means that there is no problem with IQ and the academic performance is lagging behind. 2.What are the manifestations of learning difficulties? Generally speaking, learning difficulties are manifested in the following areas: Listening: When talking with him, his attention is distracted, and he does not listen at all after talking with him for half a day. Reading: He is unsteady, panicked, reads across lines, misses words, and does not break sentences. Writing: Upside down, left and right side upside down, out of order, crossing lines, uneven size, rough strokes. Comprehension: Talks to him, talks half the time, asks if he understands. No. Judgment: Inaccurate judgment, large deviation from the teaching, or even error. Expression: When asked to tell a story, his thinking is incoherent, and his expression is incomplete and intermittent. Calculation: Sometimes the error is not that he will not, but not attentive, where he appears to be wrong, parents often just prompt, look clearly, oh, got it. 3. Classification: Reading retardation. Mathematical difficulties. Dysgraphia. Children’s attention deficit, hyperactivity disorder. Childhood conduct disorder. Adjustment disorders. etc. 4. Generalized learning difficulties: dementia, autism, vision problems, hearing problems, educational problems, psychiatric problems, cerebral palsy, chromosomal disorders, genetic metabolic disorders, etc. These are called generalized learning difficulties. They are not part of this problem. 5. What is the incidence rate? The prevalence of learning difficulties in children varies in different cultural backgrounds, social environments and educational conditions, and is influenced by the criteria and definitions adopted and the research methods used. According to foreign statistics: about 20% of children have learning difficulties during their schooling. In China, the prevalence of learning difficulties among elementary school students in Panzhihua (1987) and Changsha (1988) was 17.4% and 13.2%, respectively, and the ratio of male to female was about 2:1. 2. Hazards 1. Decrease in academic performance, affecting the future development of children. 2.Discrimination by teachers, parents and classmates will cause psychological pressure on the child and affect the child’s healthy growth. 3.To parents feel that their children do not compete, the future is uncertain. 4.To the school will affect the school’s promotion rate. 5.To the society, it will cause more problem children and even some problem youths. 6.From the perspective of the country and the nation, it will involve the quality of the nation, etc. III. Diagnostic method IQ measurement: Through the assessment, parents and teachers know in what range the IQ of these children is. We are talking about children with learning difficulties whose IQ is measured and whose IQ score is generally above 70. Temperament measurement: This is a very worthwhile assessment program recommended to parents and teachers, divided into three age groups: 0 to 1 year old, 1 to 3 years old, 3 to 7 years old, by asking questions to parents, and finally draw conclusions, mainly to see whether he is originally away from the normal population in certain aspects, for example, attention to this item, many children will have problems with inattention, but there is a range, if their children are away, there is a future There is a range, and if your child is far from it, there may be learning problems in the future, so it must be corrected at an early age. Temperament is generally classified as submissive, obstinate, slow starter, intermediate, etc. Knowing the temperament of a child makes it easier for teachers and parents to implement targeted education for the child, for example, if the child is slow starter, parents should have enough patience, if the child is too submissive, he or she may lack initiative, etc. Attention measurement: The main purpose is to understand how long the child’s active attention is. If the other children’s attention span is 9 minutes and a certain child’s attention span is only 5 minutes, therefore, it may be much better for the teacher to constantly remind him in the classroom, in addition to targeting him and improving his attention span. The premise is that the teacher should have a good idea of which children in the class have poor attention spans. Sensory Integration Screening: This work is done in developed places like Japan and Taiwan, where sensory integration training programs are located in schools and children go to training regularly, just like in physical education classes. Language assessment: The assessment of the child’s language, including language comprehension, language expression, and phonological composition, allows the teacher to know more precisely to what extent the child’s language skills are attained or is deficient in certain areas. Hearing Screening: Not every kindergarten in Shunde District is able to do this yet. In this regard, the government should be called upon to invest a little more in the children and not put too much of a burden on the parents. Vision Screening: Hearing and vision screening are now instrumented, fast and accurate, but some places are still using a relatively primitive tool like a vision chart, and some places don’t even have these items. Fourth, the proposal 1, psychologists involved in schools. At present, in some developed countries, psychologists are generally involved in school education. 2. Establish a psychological profile of children. In addition to the learning block program, schools should also set up psychological profiles of children and conduct regular psychological assessments of children every year to guide the implementation of teaching programs. 3. Establish a coordination group of teachers, parents, and psychologists. 4.If the school has not done this step yet, parents should take the initiative. Parents themselves can go to the hospital for assessment, create personal psychological files, suggest teachers to give assistance, etc. 5.At present, due to the problems of human and material resources and social concerns, as far as we Shunde is concerned, only Shunde Women and Children can carry out these tasks at present, I hope that in the near future can be universal, so that children can get the right psychological counseling and improve their learning ability.