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Description
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Learning difficulties have emerged in recent years as the most studied and well-known case in special education, which, due to its frequency, tends to be identified with special education itself. However, it is also a case that has been questioned and continues to be questioned because it has not yet been defined as a distinct field of knowledge that sheds light on all aspects of the phenomenon.
No causal relationship has been found so far between the phenomenology of learning difficulties and the factors that cause them. Although official definitions have been articulated, the primary goal of understanding their nature and interpretation as a science does not seem to have been achieved.
In over 100 years of study in the field, we are unable to answer a simple question with universal consensus and without disputes: What are learning difficulties? Today, we believe we know a lot about their characteristics and the practices that have been applied; however, the question remains unanswered as to whether they represent a distinct category of students with low academic performance or if it is a construct that could encompass all students with low performance.
These two aspects have been studied in detail over time, but not cohesively, and for this reason, even today, some argue that it is a special difficulty-gift, as such children often have high intelligence, while others argue that the category includes all children who cannot learn.
Since the beginning of the 21st century, scientists from various fields, but mainly educators who frequently face questions from parents, such as "My child in kindergarten writes backwards; does he have dyslexia? Will he be a future Einstein?" or "My child doesn't understand the meaning. Does he have dyslexia?" or "My child is distracted and doesn't do well in school. Does he have learning difficulties?" have attempted, through international organizations like the Learning Disabilities Association (LDA), to functionally redefine the field, i.e., to answer whether it is a distinct branch of science with particular characteristics or a pseudoscience that fulfills everything and nothing.
Mainly, they have attempted to provide those functional characteristics that will facilitate children within the school framework and in society to develop the maximum possible of their capabilities. This book attempts a historical evolutionary approach aiming to reconcile the dominant scientific trends, based on the significant milestones of the field's evolution in terms of science and educational policy.
Manufacturer
- Author
- Maria Tzouriadou
- Publisher
- Promitheys
- Type
- Upbringing
- Language
- Greek
- Cover
- Soft
- Number of Pages
- 313
- Release Date
- -
- Publication Date
- 2011
- Dimensions
- 17x24 cm
- Award
- -
- Intended for
- Special Education Teachers
- Educational Level
- Preschool Age
- ISBN-13
- 9789607592132
Important information
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