Αναθεωρήσεις και παρανοήσεις στο πεδίο των μαθησιακών δυσκολιών

Abstract

Learning difficulties compose a constantly evolving field of in-depth discussions but often controversy. However, common misconceptions can lead to policies and practices that sometimes create barriers to providing appropriate services for children with learning disabilities and special educational needs in general. Misconceptions about educational guidance, the nature of the learning difficulties themselves and the general use of the term often have the effect of applying inappropriate policies and hampering good practice. A comprehensive understanding of the nature of learning difficulties and the combination of general and special education will lead to the removal of any existing misconceptions and the adoption of policies that will make a decisive contribution to success in school, work, and society of those who face such difficulties. The creation of a consensual climate and the continuous feedback of research and practice become necessary prerequisites in connection with the continuous professional development of all those that constitute the human supportive potential, such as teachers, but also other specialties in the field of special education, who are invited to applying well documented practices in these cases. Consequently, ongoing reviews and appropriate revisions are needed to the extent that they are deemed necessary by key factors in the overall management of the issue of highlighting teachers, school, parents, society and the organized state with its supporting structures.