5. MORE

7. Education Education is the process in which people can improve themselves in their societies in order to reach their best (taken from The Human Rights of differently- able persons the people’s movement for human rights education http://www.pdhre.org/rights/disabled.html MORE

8. It is also stated there that all students have the right to study and to be treated well in the classroom independently of their personal or physic characteristics; this includes students with special needs. (Proclaimed by general assembly resolution 3447 of 9 December, 1975)

9. It is important to establish the distinction between the group of students with severe handicaps and the group of students with mild disabilities. Most of the time, the first group attend a special school. Meanwhile, students suffering from mild handicaps are able to attend a normal school just by accommodating some methodologies (Wall, 1980).

10. Language difficulties Language difficulties: Language is a basic part when learning to read and write, that is why it is so important to evaluate children since they are very young (Tarnopol, 1986). Language difficulty is one of the most common learning disabilities. People develop a general knowledge of a language at the age of 4 or 5. At this age, it is normal to find some phonetics problems that disappear spontaneously when children are around 7 years old (Wall, 1980). MORE

11. Considering that language is an essential intellectual element that is very related to every part of one’s social and emotional life, any kind of difficulty for speaking, no matter which is the origin, provokes important problems in children (Wall, 1980). MORE

12. Hearing difficulties Hearing difficulties: children with hearing problems have to face difficult situations. Most of the time, children with hearing difficulties are accused of being inattentive (Tarnopol, 1986). Some situations that are difficult for them are discussions, lectures, and group work, because it is difficult for them to concentrate and attend to information (Steele, 2008). MORE

13. Visual difficulties Visual difficulties: Even though the majority of the specialists on visual problems think that visual impairments rarely produce difficulties when learning to read, sometimes they can contribute by making reading a difficult process (Tarnopol, 1986). MORE

15. Children with mild retardation have problems in classes with organization and attention. In addition, they have difficulties completing long assignments, completing in daily work, bringing home appropriate materials for studying, maintaining focus during classes, and reading continuously for long periods of time, which is required for assignments and test preparation. Nevertheless, when a teacher helps students with mild retardation, they have a better chance to succeed (Steele, 2008).

16. On the other hand, glasses are useful in different visual problems, but most of the time those instruments do not cure the patient. sometimes it is necessary to complement them with physician therapies to prevent complete blindness (Mora Salas, 1974). MORE

17. As any other learning disability, visual impairment presents a lot of complications to students who suffer from it. For example, Steele (2008) points out that students with visual problems have difficulties understanding presentations on the board, PowerPoint presentation, or textbook graphics MORE

18.  http://www.youtube.com/watch?v=vSDzC2g5IpU http://www.youtube.com/watch?v=vSDzC2g5IpU  http://www.youtube.com/watch?v=2ARKc40fwDA http://www.youtube.com/watch?v=2ARKc40fwDA  http://school.familyeducation.com/learning-disabilities/add-and- adhd/34388.html http://school.familyeducation.com/learning-disabilities/add-and- adhd/34388.html  http://www.ehow.com/how_2283947_treat-children-teens-special- needs.html http://www.ehow.com/how_2283947_treat-children-teens-special- needs.html  http://www.youtube.com/watch?v=jZILPb-qT-Y http://www.youtube.com/watch?v=jZILPb-qT-Y  http://www.dest.gov.au/sectors/school_education/programmes_fu nding/forms_guidelines/assistance_for_isolated_children_scheme _policy_guidelines/2007/4_3_Students_with_Special_Needs.htm http://www.dest.gov.au/sectors/school_education/programmes_fu nding/forms_guidelines/assistance_for_isolated_children_scheme _policy_guidelines/2007/4_3_Students_with_Special_Needs.htm  http://www.as.wvu.edu/~scidis/hearing.html http://www.as.wvu.edu/~scidis/hearing.html  http:www.jan.wvu.edu/media/studenthearfact.doc http:www.jan.wvu.edu/media/studenthearfact.doc  http://www.as.wvu.edu/~scidis/vision.html http://www.as.wvu.edu/~scidis/vision.html  http://www.youtube.com/watch?v=jZILPb-qT-Y http://www.youtube.com/watch?v=jZILPb-qT-Y  http://www.youtube.com/watch?v=TINI51kIbzo http://www.youtube.com/watch?v=TINI51kIbzo  http://www.youtube.com/watch?v=STG-Cxo-aBI http://www.youtube.com/watch?v=STG-Cxo-aBI  http://urbanext.illinois.edu/specialneeds/visual.html http://urbanext.illinois.edu/specialneeds/visual.html

19.  We aim to create software that integrates the learning styles theory for students to compensate their mild learning disabilities by employing other input receptors from the software and creating a meaningful learning process