Συναισθηματικό προφίλ μαθητών με μαθησιακές δυσκολίες: η αποτύπωση στη λογοτεχνία

Abstract

According to many researches, the possibility of limited academic progress and socio-emotional development is increasing with the diagnosis of learning difficulties. Students with a learning disability diagnosis have higher rates for lack of social adaptation and involvement in precarious behaviors (suicide, substance abuse, sexual activity) than their other peers without such difficulties. Relevant studies refer to unemployment and social isolation of people diagnosed with learning difficulties, and feelings of reduced self-perception, confusion, defeatism and despair are often perceived. Additional concerns are often experienced as a result of the negative behavior of peers or teachers towards them. In a novel survey conducted in 2001, ninety books of fantasy for children and adolescents were counted that depicted at least one character with learning difficulties, mainly in reading and in written expression. In these texts, intimidation and misappropriation are referred to as common problems that adversely affect the shaping of the emotional profile of students with learning difficulties while the equal nature of their difficulties seems to play a catalytic role in the plot of the novel. For example, parents, in most of these stories, appear to react negatively initially to the problem and resist the evaluation process, while negative and positive images are seen for teachers. Finally, it is suggested that teachers, other specialties of special education and parents themselves should look for imaginary depictions of learning difficulties and use them as educational tools as well as means of familiarizing themselves with the learning difficulties.