Learning disabilities: including cognitive problems in acquiring daily life, society, language (communication) and academic skills. Learning disability is a special kind of learning disability. Children's cognitive ability is normal, but there are abnormalities in the following aspects: reading (dyslexia), calculation (dyscalculia), spelling, writing expression, writing (dysgraphia), understanding and using oral language (language disorder, expressive language of partial aphasia) and non-verbal language. Although attention deficit is related to learning disabilities, it is not the same thing. Although it is difficult for epidemiology and etiology to accurately count the rate of learning disabilities among students, it is reported that about 3%~ 15% of students in the United States need special education, with a male-female ratio of 5: 1. There is no clear single cause of learning disabilities, but there is evidence that there are neurological defects, which may have genetic effects but not necessarily. Other possible causes include the mother's illness or the use of ototoxic drugs during pregnancy, complications during pregnancy or delivery (such as macula, toxemia, prolonged labor and urgent delivery) and neonatal problems (such as premature delivery, low weight, jaundice, perinatal asphyxia, late maturity and respiratory distress). Symptoms and signs Physical and behavioral signs can be manifested in early childhood. For example, children with learning problems usually have several minor physical abnormalities and communication problems. However, mild to moderate learning disabilities are usually not discovered until school age and when they encounter academic problems. Most children with learning disabilities have neurogenic defects or neurodevelopmental retardation, and these children often have coordination problems in large sports or rough movements. Learning problems can be reflected in the early stage because some learning-related abilities (such as recognizing colors, naming objects, counting, and recognizing words) develop slowly. In the preschool period, the obstacles and slow development in expressing language and listening comprehension can better predict the learning problems after entering school. The early symptoms of learning disabilities include short attention span, constant movement, easy distraction, fluent speech, problems in speech perception and production, narrow memory range, fine motor problems (such as poor painting and copying skills) and various operational and behavioral problems. Behavioral problems include impulse control disorder, excessive aimless actions and activities, discipline problems, withdrawal and avoidance behaviors, shyness, excessive fear and aggressive behaviors. Cognitive problems such as thinking, reasoning and problem solving are characteristic manifestations of learning problems. Although the basic cognitive process and learning ability are determined by age and change with cognitive ability (IQ), most learning disabilities are intrinsically related to brain functional defects and the relationship between different cognitive functions. The occurrence of reasoning obstacles may be related to the problems in the concept, abstraction, generalization, organization and planning of information in the process of problem solving. Possible problems of visual perception and auditory perception process obstacles include spatial cognition and orientation difficulties (such as object positioning, spatial memory, location and place perception), visual attention and memory, and sound discrimination and analysis. Memory functions include short-term memory and long-term memory, and the use of memory (such as reproduction) and verbal recall or reproduction may be impaired. The subtypes of learning disabilities range from comprehensive obstacles in language understanding, oral and written expression to specific obstacles, such as naming obstacles (unable to find corresponding words and information in memory as needed) and non-verbal visual space obstacles. Other subtypes include dyslexia (such as phonological disorder of sound analysis and memory and phonological reading disorder of recognizing the shape and structure of words), computational disorder (obstacle of acquiring basic mathematical concepts and computing skills) and geometric mathematics learning difficulty caused by mathematical reasoning obstacle. There may be other subtypes, but most learning disabilities are mixed and have more than one defect. Diagnosis requires medical, intellectual, educational, linguistic and psychological assessments to identify and determine defects in skill acquisition and cognitive processing, such as attention, perception, memory and reasoning. In the process of making treatment plan and monitoring treatment progress, social and emotional-behavioral evaluation should be carried out. Medical evaluation includes detailed family history, childhood disease history, development history, learning history, comprehensive physical examination, traditional nervous system and neurodevelopmental examination. Young children should receive standardized developmental tests. Intelligence assessment includes verbal and nonverbal intelligence tests. In-depth evaluation of neuropsychology often needs to test children's information processing habits (such as intuition or analysis, vision or hearing) and check the dominant functions of the left and right hemispheres of the brain. Children with language, reading and comprehensive learning disabilities may have left hemisphere function control problems. Educational evaluation is to identify the strengths and weaknesses in reading, writing, spelling and math skills. Reading evaluation should test word decoding recognition ability, paragraph understanding ability and reading fluency. Writing evaluation can be obtained by evaluating the fluency of spelling, syntax and meaning expression. Mathematical ability can be evaluated according to computing ability, operation and mathematical concepts. Language evaluation is based on the evaluation of the integration of language understanding and use, speech processing and speech memory. Psychological evaluation determines whether children have behavioral disorders, poor self-evaluation, anxiety disorders and early childhood depression, which is often accompanied by learning disabilities. Children's attitude towards school, learning motivation, bad interpersonal relationships and self-confidence should be evaluated. Most children need special guidance while adhering to the regular curriculum. Others need to receive a separate intensive education program. Finally, children should try to attend regular classes. Many treatments for learning disabilities have not been proved (such as reducing food additives, using antioxidants and taking large doses of vitamins). Similarly, although some drugs (such as psychostimulants) can improve the response efficiency by enhancing attention (see attention deficit disorder below), the effect of intelligence and comprehensive learning ability on improving academic performance is limited. By means of sensory stimulation and passive movement, the coordination process between visual perception and sensory movement can be corrected through "nerve and sensory comprehensive treatment", "auditory nerve training" and "visual training" of physical movement training. These treatments are not independent and effective to a large extent, or they are still controversial.