INITIAL AND CONTINUING TRAINING OF TEACHERS ON ADAPTING THE CHILDREN WITH LEARNING DIFFICULTIES TO THE MASS SCHOOL REQUIREMENTS
INITIAL AND CONTINUING TRAINING OF TEACHERS ON ADAPTING THE CHILDREN WITH LEARNING DIFFICULTIES TO THE MASS SCHOOL REQUIREMENTS

Summary/Abstract: Children with learning difficulties are a well known reality of all the school systems from all over the world. Relatively new, the term "learning difficulties" has encountered multiple interpretations; therefore we consider it an "umbrella term". Our argument is based on the reality that taking into consideration the multiple definitions of this concept, different categories of children can be included and analysed, who from different reasons, with known or unknown aetiology, with symptoms manifested or not, do not manage to face the challenges, demands and barriers demanded by the act of learning. We underline that the occurrence of certain learning difficulties is normal and necessary, because, any learning experience means overcoming barriers which generate, in varying degrees of complexity, different types of learning difficulties, for the one engaged in the act of learning. Overcoming obstacles and school difficulties generates contentment, satisfaction, self-esteem, school success, increased efficiency, being a necessary premise for training a new learning experience. Repeated failures, avoidance, escaping from solving the conflict and/or problematic situations enforced by overcoming obstacles generate dissatisfaction, low motivation, persistent difficulties, and lags, which can become irretrievable. The present study tries to prove, both theoretically and experimentally, that beyond the naturalness of such a phenomenon, the frequency of the appearance and manifestation of learning difficulties is a fact which can be reduced provided that the teachers, by their initial and continuing training, are educated and prepared in this field. There can be added self-education, continuing self-improving, participation in specialized courses, by which teachers initially acquire necessary knowledge and afterwards by implementation, psycho-pedagogical and methodological skills and abilities which help students with learning difficulties to an easier integration and adaptation and to school success.

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