One of the most widespread learning handicaps is language-based learning disability. Language-based learning disability is a type of learning disability that causes reading and speaking difficulties. Language issues can be related to theoretical topics, but they also have a major impact on students’ abilities to solve math problems (McDowell 2018, 2018). Students with learning difficulties often have difficulty understanding the exact requirements for solving math problems. This is especially true when narrations of the problem are being used. A language-based learning disability can cause problems in communication, comprehension, recalling and memorizing important numerical information, as well as difficulties with communicating ideas when solving mathematical problems orally. These linguistic disabilities can lead to poor performance in math and difficulty solving problems that involve mathematics.
You have many options to address the issues. Inclusion is a key approach to inclusive instruction practices. There are many challenges and issues that students have in class. Mathematics educators could use educational strategies to help students who have language difficulties. An additional intervention is oral language intervention. Oral language intervention is a classroom-based strategy that encourages verbal engagement as well spoken language. They help students to understand the value of reading for learning. This helps students understand the terms and phrases used to solve arithmetic questions, which facilitates the completion of these assignments (Galuschka, et. al. 2020). Another intervention to increase student engagement is collaborative learning. Through peer communication, collaborative learning allows pupils to gain knowledge on mathematical concepts that are dependent upon language. The process is managed by the instructor. Because they provide excellent learning methods and encourage student development, it is possible to use inclusive learning or oral interventions.
The majority of the pupils that had trouble understanding the questions during the observation process were the ones who struggled to complete the arithmetic tasks. Further investigation revealed that students were unable to understand the purpose and goals of the questions. This included the phrase used to frame equations such as “evaluate,” “solve”, and “factorize”. This particular class of students was chosen as the main focus of our research because they were unable to understand both written and spoken language.