Development of Tools for Detecting Learning Difficulties in Primary School Students: Bibliometrics Analysis
Abstract
This study seeks to identify publication trends, thematic focus, and characteristics of measurement tool use in academic studies on learning difficulties. The study was carried out using a systematic review of scientific articles published over the last decade. The analysis results show a significant increase in the number of publications, particularly between 2018 and 2024. This phenomenon reflects researchers' and educators' growing attention to the issue of learning disabilities, as well as the development of inclusive education approaches and a greater emphasis on the diversity of students' abilities. The most frequently discussed topics in the publications are reading difficulties, mathematical difficulties, specific learning disorders such as dyslexia, and intervention strategies and assessments used to support students with special learning needs. However, the study also revealed that the majority of the research instruments were partial and focused solely on academic aspects, with no comprehensive consideration of cognitive, socio-emotional, or environmental factors. As a result, this study emphasizes the importance of developing assessment instruments that are multidimensional, contextual, and adaptable to the needs of students. Such instruments are critical for early detection and more effective and relevant interventions. The findings also suggest a paradigm shift from a deficit-based to a support-based approach, in which individuals are active participants in the learning process. This study suggests that interdisciplinary collaboration to develop comprehensive measurement tools serve as the foundation for creating a more equitable and inclusive education system.
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DOI: https://doi.org/10.17509/jpp.v25i3.91561
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