Αξιολόγηση μαθησιακών χαρακτηριστικών μαθητών δημοτικού σχολείου με δυσκολίες μάθησης

Περίληψη

A crucial problem education faces in recent years is the assessment and treatment of low achievers who are seen either as students with special needs or as low achievers. Although trans-disciplinary assessment is essen¬tial for the class placement of these children and for the curriculum to be followed, most times children are treated with consideration only to their learning achievement, which leads to partial treatment of their actual needs. The research hypothesis was that irrelevant of class placement and cate¬gorization low achievers have common learning and behavior characteris¬tics such as strategies, motivation, etc. The research aimed to detect these characteristics in two categories of children: students’ learning disabilities and low achievers without developmental disorders. The research sample consisted of 117 fifth and sixth graders in Central Macedonia, equally allocated in each category. Data was collected with the help the LDDI questionnaire, class observation, or diagnostic tests in lan¬guage and mathematics Findings came to verify the hypothesis of the research and to reinforce the view that the learning characteristics of students seem to relate with the teaching methods and with the pedagogic context of the class practice.