Learning, Thinking and Behaviour Among Pupils with Learning Disabilities

Abstract

The educational process is a complex system in which individual subjects such as teachers and pupils interact. However, external elements (e.g. the subject matter or atmosphere in the classroom) also influence them. It is necessary to know how the learning process works and how pupils influence each other's behaviour, how the pupils' behaviour influences learning and how the way of thinking reflects in the behaviour. In addition, we need to take into account various learning and behavioural disorders in the educational process. In pedagogical practice, we consider pupil discipline and learning disorders to be the two most significant problems in education. Research often focuses on only one of these elements. The article focuses on both mentioned aspects of the teaching process. In the first part, we examine why pupils disturb and how the class disturbance is related to the complexity of the topic. Using the test, we find out the pupils' level of knowledge and how they solve the tasks. We observe the success in solving tasks with gradually increasing difficulty based on methods of differentiated teaching. We are interested in the connection between the success in solving tasks and the pupils' disturbance during the lesson. We found out, that most pupils disturb because of the easy subject matter or they disturb spontaneously. The second part of the study focuses on the success of integrated pupils in solving mathematical problems in comparison to the success of pupils without learning disabilities. Our task is to determine whether these two groups are different and whether learning disabilities have a significant impact on pupil success. The success of these two groups has been proven to be statistically not significantly different.