TITLE OF THE PUBLICATION
Learning troubles, to have a better look
« Les troubles d’apprentissage, pour y voir plus clair …»
SURNAME AND NAME OF AUTHOR(S)
Service de Productions pédagogiques de l’enseignement fondamental
SeGEC (General management of Catholic education) – Information report of primary school
TYPE OF PUBLICATION
Newspaper / Magazine article
LANGUAGE OF THE DOCUMENT
LANGUAGE OF THE REVIEW
Students with learning difficulties
DESCRIPTION OF CONTENTS
This document aims to inform and guide primary school teachers confronted to students with difficulties. It was published as a descriptive sheet, as a complement to the bimonthly report.
It is based on the observation that many teachers do not see clearly the difference between learning difficulties and earning troubles. Yet, it is all the more important that, to carry out their mission teachers need to be able to:
• Spot and help students with learning difficulties offering them possible remediation
• Identify signs of troubles in order to reach a (para)medical diagnosis.
Firstly, the authors invite the teachers to make the distinction between learning difficulties and troubles, and spot them.
Secondly, the authors concretely address the remediation carried out by the teachers in case of learning difficulties and the rehabilitation by therapists (internal or external paramedical team) in collaboration with the teacher and the family in case of learning trouble.
The last three points are dedicated to learning troubles. The authors define the notion, present the different forms of troubles and invite teachers to help the child learn from a transversal (relational, cognitive and instrumental) approach.
COMMENTS ON THIS PUBLICATION
This descriptive sheet is the result of a synthesis work by the pedagogic production service of the SeGEC. Its content is not exhaustive. It means to be an approach to the problem that can be deepened by complementary research.
The objective is multiple:
• To inform educational teams
• To venture hypotheses regarding the different difficulties spot in the child and be able to initiate a meeting with the parents (possibly to suggest consulting a speech therapist, a psychologist...)
• To discuss with colleagues, social counsellors the possibilities to help, a child with specific troubles diagnosed by a professional.
We will particularly point out the invitation to work on transversal skills when faced to a child with learning difficulties or troubles. These approaches can also be a good prevention tool.
Name of Compiler
Name of Institution
Role in the institution
Translator – project assistant