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Cognitive Difficulties in Writing, Early Educational Intervention

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• Volume 6,Issue 2,Mar.,2019

Year:

2019

Type of Publication:

Article

Keywords:

Cognitive Difficulties, Writing, Early Educational Intervention, Learning and Social Goals

Authors:

• Ioannidi, Dr. Vasiliki
• Samara, Dr. Elli

Journal:

IJIRES

Volume:

6

Number:

2

Pages:

205-210

Month:

March

ISSN:

2347-9051

BibTex:

@article{1499, author = "Dr. Vasiliki Ioannidi and Dr. Elli Samara", abstract = "In recent years, the social needs and the scientific discoveries have set as priority both the importance of the early years of human life and the early diagnosis and intervention for inclusive education. In this paper, we will deal with the presentation of a student profile with cognitive difficulties in writing as well as practical early support and early intervention capabilities in general school. Through the psycho-pedagogical diagnostic tool for special education and training, Athena Learning Difficulty Diagnostic Test, the cognitive difficulties of the student were attributed to learning deficits and not to learning difficulties. In the educational intervention program, the expected pedagogical and learning achievements were set with references to the cognitive structures of the student. The didactic scenarios served learning and social goals. The student reviewed his role in the classroom, redefined his relationship with the lessons and developed better communication and collaboration with his classmates. The purpose of this paper is to demonstrate that timely supportive intervention and the provision of special/ inclusive education and training are not selective activities, but another very important source of help and contribution to the child and to the society. They can ensure effective teaching, quality of life and social outlook for children with special educational needs, both in the family and school community but also more widely in society", issn = "23479051", journal = "IJIRES", keywords = "Cognitive Difficulties, Writing, Early Educational Intervention, Learning and Social Goals", month = "March", number = "2", pages = "205-210", title = "{C}ognitive {D}ifficulties in {W}riting, {E}arly {E}ducational {I}ntervention", volume = "6", year = "2019", }

Abstract:

In recent years, the social needs and the scientific discoveries have set as priority both the importance of the early years of human life and the early diagnosis and intervention for inclusive education. In this paper, we will deal with the presentation of a student profile with cognitive difficulties in writing as well as practical early support and early intervention capabilities in general school. Through the psycho-pedagogical diagnostic tool for special education and training, Athena Learning Difficulty Diagnostic Test, the cognitive difficulties of the student were attributed to learning deficits and not to learning difficulties. In the educational intervention program, the expected pedagogical and learning achievements were set with references to the cognitive structures of the student. The didactic scenarios served learning and social goals. The student reviewed his role in the classroom, redefined his relationship with the lessons and developed better communication and collaboration with his classmates. The purpose of this paper is to demonstrate that timely supportive intervention and the provision of special/ inclusive education and training are not selective activities, but another very important source of help and contribution to the child and to the society. They can ensure effective teaching, quality of life and social outlook for children with special educational needs, both in the family and school community but also more widely in society

Full text: IJIRES_1499_FINAL.pdf Online version [Bibtex]