Detección de dificultades de aprendizaje e implicación de las familias en la intervención
- Navarro Soria, Ignasi
- González Gómez, Carla
- Álvarez Teruel, José Daniel
- Fernández Carrasco, Francisco
- Heliz Llopis, Jorge
ISSN: 0214-9877
Año de publicación: 2014
Título del ejemplar: CONVIVIR Y CONDUCTA
Volumen: 7
Número: 1
Páginas: 73-84
Tipo: Artículo
Otras publicaciones en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología
Objetivos de desarrollo sostenible
Resumen
The academic difficulties do not appear suddenly but they are developed throughout all the process of education-learning. From the first passages of a child, differences in the level of progress of their different capacities begin to occur and although in the majority of the cases the individuals compensate these aptitudinales deficits during their development, is observed a large number of cases in which these difficulties prevent them from acquiring, in a time considered like reasonable, certain fundamental initial learning’s in the construction of the rest of knowledge. We consider that a preventive action serious would be one that detects the problem before it appears like so, and facilitates to apply preventive measures that correct possible difficulties. These measures, in most cases do not reach their highest level of effectiveness if it does not work in all of the student system. Therefore, at this point, should be initiated cooperative work between teachers and families, which will enhance the joint efforts for the benefit of the intervention with students. To do this, from the schools promote the continuing education of mothers and fathers from the beginning of schooling of their children, thus obtaining a higher level involvement of families in the educational community to which they belong and involving them in what it is a common training task.
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