Δυσκολίες των μαθητών Α’ Λυκείου με ειδικές μαθησιακές δυσκολίες (ΕΜΔ) στη μετάφραση και την κατανόηση των Αρχαίων: η οπτική των καθηγητών

Abstract

The ability to learn is considered one of the most basic features of human life. It primarily reflects through the functionality of the individual in the school environment as he receives the training. School performance has always been a criterion for assessing a set of skills such as language, memory, perception, psychology and intelligence. Always, school performance was a criterion for assessing a set of competencies such as language, memory, perception, psyche, and intelligence. In modern times, student performance is considered one of the most important criteria for assessing learning difficulties. Learning difficulties are expressed and perceived by teachers through low performance or school failure. In the context of the above, research was conducted to explore the views of teachers on the difficulties faced by their pupils with special learning difficulties in the translation and understanding of the Ancient Greeks at the first grade of high school. The sample consisted of 37 philologists of high school who teach Ancient Greek and have students with special learning difficulties. The questionnaire and the semi-structured interview were used as a methodological tool. The survey results show that teachers' observations on the individual difficulties of students with special learning difficulties in the translation and understanding of ancient texts coincide with the general weaknesses of pupils with special learning difficulties in reading. Finally, it was argued that the existence of specific learning difficulties is a brake on the learning of the ancient Greek language.