2.  not a neurological disorder but the disorder in schooling skills  may affect reading, writing, speaking or arithmetical skills  affects social behaviors  doesn’t mean that students who have difficulties in learning are retarded ones Some kids have a short period of attention, some have scattered brains, some cannot focus on effectively.

3.  mistakes in spelling or punctuation, and grammatical mistakes  difficulties in vocabulary familiarization, misspelling of the words, finding main idea, putting events in chronological order, recognizing the characters, distinguishing real and unreal situations, and summarizing.  difficulties in distinguishing symbols, rhythmic counting, parts-whole relationship, units in time-money-weight-length-distance, understanding and solving verbal mathematics problems.

4.  difficulties in handwriting (cannot copy letters)  memorizing problems  hyperactivity; lack of attention, and social integration  shyness, unhappiness, sullenness, and fatalism

5.  Personal characteristics, capacity, restraints of the student should be recognized.  The parents should be kept in contact all the time. Cooperation is essential.  The student should be given some responsibilities or duties which compel him/her to participate in learning activities during in-class activities.  The instructions should be simple, short, clear, and easy-to-understand.  In order to leave mark, teaching techniques should address as many sense as possible (visual, audio, etc.)

6.  Teacher should be trustful and encouraging to make these students take part in the courses. These students who have difficulties in learning should be awarded whenever they show a sign of success.  If this student is hyperactive, the classroom may be designed accordingly. For instance, this student can be made to sit on the wall side and kept under control by repetitive mimes and gestures. However, these arrangements should be negotiated with the student beforehand. Otherwise s/he may deem all of these as a punishment for him/her.

7.  In order to improve and develop learning skills, adequate homework and assignments should be given. Assignments, questions and duties above capacity should be avoided.  S/he should be made to believe in himself/herself. S/he should also be incited to consider all the aspects before an action.  Whenever s/he exhibits an unpleasant behavior, in order to eliminate that misbehavior, “behavior modification approach” should be taken into consideration. Whenever this student shows a behavior which is inappropriate to the place, time or setting, s/he should be ignored and kept away from that place or setting.

8.  S/he should be made to join in social activities. Only by this way, s/he can acquire the responsibility of a duty.  Activities on developing visual perception skills should be done.  S/he shouldn’t be compared to other students and should be accepted with all her/his behaviors and characteristics.

9.  - Negative descriptive labeling (such as “lazy”, “naughty”, “careless”, etc.) should be avoided.  - It should be kept in mind that a teacher who regards his/her students have the same quality of perception and learn in the same way, and who puts only one teaching technique or method into practice during all teaching environments, shall undoubtedly increase the risk of difficulty in learning.

10.  Students in Turkey generally have difficulties in learning the last 4 months of the year S eptember O ctober N ovember D ecember

11.  Students are generally confused with the verbs and nouns which have same roots: i.e: practice (n) / practise (v) advice (n) / advise (v) S e V e C e N (means “friendly” in Turkish)

12.  Students are confused with “a.m.” and “p.m.” when they tell the time. So simple: “a” is before “p” in the alphabet. Exactly the same: The morning is before the evening in a day.