Μια νέα προσέγγιση των μαθησιακών δυσκολιών βασισμένη στη γνωστική κατεύθυνση της ψυχολογίας

Περίληψη

All attempts to approach the problem of learning difficulties have for a long time failed to interpret the cause of the deficiency and to give an answer to certain bask questions as regards the problem. However, recent developments suggest that one of the approachal attempts that could offer suitable interpretation and answer to the particular and heterogeneous nature of learning difficulties is the cognitive approach to the process of learning. This sort of approach refers to the cognitive abilities and procedures that lead to the acquisition of the ability to learn. The cognitive approach suggests that children with similar problems do not expose any deficiencies as regards their cognitive components, in other words in those structural elements that consist certain abilities or skills. On the contrary, these children manifest difficulties in learning achievements, namely in cognitive skills, which can be explained by their inability to motivate their cognitive strategies. As a result they fail to reach the level of the expert. On the basis of the personality features associated with the rationale of the minimum brain malfunctioning (obsession, distraction, difussion of thougth), such children seem to remain in restricted knowledge. This means that they move from the general to the specific and they keep copying with the various problems in the same right-wrong] way. This deficiency can be accounted by the lack of strategies concerning information elaboration and cognitive elements composition. On the basis of the present theoretical approach various programmes dealing with learning difficulties through learning strategies have developed. Intervention of this kind aims at training children in such a way as to motivate the cognitive strategies available.