Kanak-kanak Pendidikan Khas Masalah Pembelajaran merupakan kanak-kanak yang telah dikenalpasti dan disahkan oleh pakar Profesional Klinikal sebagai mengalami kecacatan yang menganggu proses pembelajaran.Kecacatan yang dialami boleh dikategorikan mengikut tahap kefungsian kanak-kanak dalam kebolehan-kebolehan seperti Kebolehan Kognitif, Tingkahlaku Sosial atau Perkembangan Sosial, Penguasaan Bahasa ( Lisan atau Pertuturan ), Keupayaan Membaca, Kemahiran Perkembangan (Development Skills), dan Kemahiran Matematik.Antara kecacatan yang dialami oleh kanak-kanak Pendidikan Khas Masalah Pembelajaran ialah:1. Lembam, iaitu akibat daripada kecacatan otak,2. Autistik ( Autism ),3. Sindrom Down,4. Terencat Akal Ringan,5. Terencat Akal Sederhana,6. Hyperaktif,7. Hypoaktif,8. Selebral Palsy,9. Emosi atau Tingkah Laku,10. Pertuturan,11. Epilapsi,12. Kepelbagaian Kecacatan.Masalah Pembelajaran juga boleh ditakrifkan sebagai murid yang mempunyai masalah kognitif ( kerencatan akal ) yang dianggap boleh diajar (Educable) dan boleh mendapat pendidikan formal( Encik Abdul Rahman Bin Talib, 2007 ).Mereka ditempatkan di dalam Program Pendidikan Khas Masalah Pembelajaran yang diintegrasikan dengan sekolah-sekolah biasa.MenurutIndividual With Disabilities Education Act ( IDEA, 1997 ),Masalah Pembelajaran didefinisikan sebagai masalah dalam satu atau lebih daripada proses asas psikologi yang melibatkan pemahaman atau penggunaan bahasa samada pertuturan atau penulisan dimana masalah yang dihadapi mengakibatkan kebolehan mendengar, berfikir dan membaca yang tidak sempurna. Ini tidak termasuk mereka yang bermasalah pembelajaran akibat daripada ketidakupayaan penglihatan dan motor, kerencatan akal, gangguan emosi atau kekurangan dalam persekitaran, budaya atau ekonomi.MenurutThe Joint Committee On Learning Disabilities ( NJCLD, 1990)pula, Masalah Pembelajaran membawa maksud satu kumpulan yang pelbagai yang mengakibatkan kesukaran yang nyata mendengar, bertutur, membaca, menulis, membuat keputusan atau menyelesaikan masalah Matematik. Masalah ini berpunca daripada ketidakfungsian system saraf pusat dan boleh berlaku pada bila-bila tahap umur. Masalah mengawal tingkah laku, persepsi dan interaksi social mungkin wujud bersama-sama masalah pembelajaran tetapi ia sendiri tidak akan menyebabkan kepada berlakunya masalah pembelajaran. Masalah Pembelajaran mungkin wujud seiring dengan ketidakupayaan lain seperti masalah emosi, kerencatan mental atau gangguan emosi.

HypoaktifCiri kanak-kanak hypoaktif adalah bertentangan dengan kanak-kanak hyperaktif. Kanak-kanak ini mudah murung dan suka menyendiri. Aktiviti fizikal mereka amat pasif. Mereka tidak mempunyai respon pada persekitaran. Kanak-kanak ini suka termenung dan tidak suka bergaul atau berinteraksi. Mereka akan menundukkan muka bila nama dipanggil. Kanak-kanak sebegini lebih selesa bermain sendirian dan mereka amat suka berkhayal.Penyelesaian masalah.Kanak-kanak ini begini selalunya amat sensitive. Oleh sebab itu, penjaga atau guru yang mengendalikan kanak-kanak ini haruslah pandai menarik perhatian mereka dan pandai menjaga hati mereka. Disebabkan aktiviti fizikal mereka amatlah pasif, mereka haruslah didedahkan kepada pembelajaran yang berbentuk permainan yang dapat menarik minat mereka.Oleh kerana mereka suka menyendiri dan bermain sendiri adalah digalakkan mereka didedahkan konsep bersosial. Guru atau penjaga boleh meletakkan seorang rakan sebaya bila waktu aktiviti atau permainan dilakukan. Dengan ini mereka akan sedikit sebanyak dapat memahami erti perkongsian dan pergaulan dalam diri mereka.Keadaan mereka yang suka berkhayal dapat diatasi bila mereka tidak diberi ruang untuk berkhayal apabila ruangan itu dipenuhi dengan perhatian yang penuh oleh guru terhadap kanak-kanak istimewa ini.Hypoaktif dan Ciri-ciri Khusus

Murungdan menyendiri.Aktiviti fizikal yang pasif.Tiada respond pada persekitaran.Suka termenung.Tidak suka bergaul atau berinteraksi.Menundukkan muka bila nama dipanggil.Suka bermain sendirian.Suka berkhayal.

HYPOAKTIFCIRI - CIRITidak mahu melakukanpergerakkan atau bergerakdengan keadaan yang perlahanSuka mengasingkan diriAdakalanya akanmenyembunyikan diri di tempat-tempat yang tersorok seperti ditepi almari atau bawah meja.

Ciri-ciri pelajar HipoaktifTidak suka bergerakLambat habiskan tugasanTidak suka berkawan/suka menyendiri

hypoactivity/hypoactivity/ (-ak-tiv-te)1.abnormally diminished activity, as of peristalsis.2.abnormally decreased motor and cognitiveactivity, with slowing of thought, speech, and movement.hypoactiveHypoactivity Versus HyperactivityAttention deficit disorder comes in two forms: attention deficit hypoactive disorder and attention deficit hyperactive disorder. Both forms have similarities but there are differences between the two. First, lets take a look at the hypoactive disorder.They hypoactive form are referred to as having ADD, or just attention deficit disorder. It is called a hypoactive disorder because people with this condition tend to be inattentive, meaning that it is very hard to attend to tasks. According to webmd.com, they often make careless mistakes, procrastinate, start one activity before completing another, and can be easily distracted. Those that have the hypoactive disorder also tend to be very unorganized and are very forgetful. Now that you know more about attention deficit hypoactive disorder, lets take a look at the hyperactive form.Those that have attention deficit hyperactive disorder, ADHD, not only have the same symptoms as those with ADD, but also have some of the following symptoms (webmd.com): fidgeting, frequently getting up and walking around, cant seem to sit quietly, and talk a lot as well. Not only are they inattentive and disorganized, but they are quite restless.Hypoactivity is a learning disorder that affects an individuals ability to process and react to information or situations in a timely matter. It is closely related to attention deficit hyperactivity disorder. The individual, however, presents in quite the opposite manner as would be expected with someone who is considered to be hyperactive.Often called attention deficit hypoactivity disorder or attention deficit disorder without hyperactivity, hypoactivity can be a debilitating disorder. It is characterized by an inability to fully and quickly process information, behavior that appears to be slow to react and difficulty handling stressful and social situations. It is believed to be a genetic neurological condition affecting the frontal lobes of the brain, although there are other possible causes, including environmental exposures and difficulties during pregnancy and delivery.People who have hypoactivity disorder show a disconnect in being able to take a thought and convert it into quick action. Signs include a delay in being able to answer questions, difficulty taking timed tests, inattentiveness in school and poor or failing grades. The sufferer unusually has shy or quiet behavior, has a delay in motor ability and reflexes and will display social problems. Teachers and parents often view children who have hypoactivity as not trying hard enough in school or lazy.Anxiety and disorganization also are commonly seen symptoms. The anxiety of not fitting in socially and the pressure form peer judgment can lead the individual to be emotionally exhausted and even more withdrawn by the end of the day. Handwriting, desks, bedrooms, vehicles and other environments inhabited by someone with hypoactivity tend to be highly disorganized and messy because of an inability to focus on more than one objective at a time.The social problems stemming from hypoactivity can be debilitating and are often misdiagnosed as other psychological disorders. These individuals can suffer from depression caused by feelings of being outcasts from society. Depression and anxiety typically are the initial diagnosis of people who are suffering from this disorder.Diagnosis can be made through positron emission tomography (PET) scans, through which decreased brain activity can be observed. There also are psychological and intellectual tests, such as the processing speed index test, that can be administered by teachers or therapists. Direct observation and close attention from parents and teachers can quicken the diagnosis by being able to give a complete behavioral picture to doctors.Initial treatment of hypoactivity is a mixture of prescription psychological drugs and therapy. For children, it is beneficial for there to be an individual education program report for parents and teachers as a work direction tool. Over time, with proper learning and coping mechanisms in place, the use of medications can be reduced or even ceased.http://www.wisegeek.com/what-is-hypoactivity.htmTeacher reports of hypoactivity symptoms reflect slow cognitive processing speed in primary school childrenAstri J. Lundervold,1,3Maj-Britt Posserud,3,4Anne-Karin Ulleb,3Lin Srensen,1,4andChristopher Gillberg2,3Author informationArticle notesCopyright and License informationThis article has beencited byother articles in PMC.Go to:AbstractThe mediating effect of cognitive processing speed on the ability of a primary school child to achieve his/her full potential of intellectual functioning emphasizes the importance of methods to detect slow children. Primary school teachers may be the first to have concerns about inattentive pupils who show symptoms of hypoactivity, but may find the symptoms difficult to interpret. In the present study we ask if a primary school teachers report of hypoactivity symptoms can be explained by the childs performance on tests of processing speed. The 255 children included in the present study were part of the first wave of the Bergen Child Study, in which teachers completed a questionnaire including two hypoactivity items from the Five to Fifteen (FTF) questionnaire. Processing speed was measured by the Processing Speed Index (PSI) from the WISC-III, 12years after the teacher rating. Teachers reported certainly true on at least one FTF item of hypoactivity for 11.8% of the children. These children obtained lower scores on the PSI than the remaining children in the sample. The PSI accounted for a considerable proportion of the variance of teacher reports on the FTF item difficulty getting started on a task/activity. The risk of a PSI score below 85 was increased in children with teacher-reported hypoactivity symptoms. The results indicate that teacher reports of hypoactivity symptoms reflect slow cognitive processing speed and should be followed up by a psychometric examination. Still, future studies are needed to improve detection and treatment of children with slow processing speed.Keywords:Hypoactivity, Processing speed, Teacher-reports, ChildrenGo to:IntroductionMany school tasks necessitate quick decisions, and children with a slow cognitive processing speed may be disadvantaged if they have to solve tasks at the same tempo as their peers. The importance of such slowness to the academic development was emphasized in a study by Fry and Hale [1], showing that cognitive processing speed is a mediator of the age-related increase in intellectual function. This was supported in a more recent study, showing that performance on tests of cognitive processing speed explains a significant part of performance on a standardized test of intellectual functioning [2]. Furthermore, poor results on such tests have been related to both behavioural [35] and emotional disorders [68]. These findings emphasize the importance of clinical methods for early detection of slow cognitive processing speed in children.A primary school teacher may be the first to notice what may reflect slowness due to impaired cognitive processing speed. She/he will probably be worried if a child is slow to initiate a task or seems to lack the energy to fully take part in academic activities, characteristics that have been referred to as symptoms of hypoactivity [9]. However, she/he may find it difficult to interpret the aetiology and significance of such symptoms and to meet the needs of the child. If the child is not referred to a more formal cognitive assessment, including psychometric tests of processing speed, the question will remain whether the childs problems should be defined as a cognitive problem.This motivated the present study to investigate the association between primary school teachers report of symptoms of hypoactivity and the childs cognitive processing speed as measured by psychometric tests. The participants were all part of the first wave of the Bergen Child Study (BCS), a population-based study of mental health and development of children 79years at inclusion. Teachers of all children were asked to complete a questionnaire including two items from the Five to Fifteen (FTF) questionnaire [9] (appears slow, sluggish and lacking energy and difficulty getting started on a task/activity) which are part of the hypoactivity symptom domain of FTF. A subsample from the BCS population participated in a clinical study including a psychometric measure of cognitive processing speed. We hypothesised that children with high scores on teacher-reported FTF symptoms of hypoactivity in this subsample would also show slow performance on the processing speed measure and that processing speed performance would contribute substantially to explain the variance of the teacher reports on the FTF items. Finally, we investigated the risk of being defined with hypoactivity symptoms by the teacher if the PSI score was below the normal range (i.e.,