Dificultati de invatare -nu sunt cauzate de factori de mediu.

- nu sunt cauzate de retardul mintal -nu sunt cauzate de tulburari emotionale; COMPORTAMENTE OBSERVABILE N TULBURRILE DE NVARE(dislexie,disgrafie,discalculie) colari mari (gimnaziu) i acum pot fi observate dificulti de nelegere a informaiilor citite, dificulti de utilizare a limbajului scris, abiliti slabe de utilizare a calculului matematic i de rezolvare a problemelor matematice Evitarea cititului, a scrisului, a calculelor matematice, dar i a altor abiliti i deprinderi specifice Dificulti de organizare a spaiului, a materialelor, sau a gndurilor atunci cnd acestea trebuie exprimate n scris sau verbalizate Dificulti de planificare a timpului sau de dezvoltare a strategiilor necesare pentru a finaliza o sarcin ntr-un timp limit Dificulti de nelegere a dialogurilor (sau discuiilor ntre mai multe persoane), sau de exprimare a gndurilor atunci cnd i vine rndul s vorbeasc ntmpin dificulti n a-i face i menine prieteni probleme cu achizitiile si progresul scolar; Hiperactivitatea, lipsa de concentrare si de coordonare a atentiei pot fi, de asemenea, asociate cu tulburari de invatare, dar nu sunt dizabilitati de invatare propriu-zise un model de dezvoltare inegal (dezvoltarea limbajului, dezvoltarea fizica, dezvoltarea scolara si / sau perceptiva).

STRATEGII EDUCAIONALE mprirea sarcinilor complexe n mai multe componente, copilul fiind sprijinit s practice fiecare comportament n parte Oferirea laudelor descriptive prin menionarea expres a comportamentul observat Oferirea de recompense pentru a-l motiva pe copil s realizeze sarcinile colare

Modelarea activitii pe care copilul o are de ndeplinit Organizarea de sesiuni scurte (15-20 minute) n care copilul s aib posibilitatea s exerseze o anumit abilitate sau deprindere Incurajati-le punctele forte, interesele, abilitatile. Oferiti-le carti si alte materiale care sa le stimuleze dezvoltarea; Acceptati-i pentru ceea ce sunt si pentru potentialul lor uman de crestere si dezvoltare. Fiti realist in asteptarile si cerintele dumneavoastra

Rol elev: Esti un elev de 14 ani, care intelege partial cerintele pentru sarcinile de lucru. Intampini dificultati in a enumera, compara si a manipula cantitati matematice simbolice, nu reusesti sa faci operatii mentale si nici sa intelegi unele concepte matematice.Uneori colegii se amuza pe seama ta si esti trist, nu ai incredere in tine, gandesti mereu ca vei fi iar ironizat .Nu te descurci bine si nu intelegi cum sa folosesti banii, iti este chiar frica sa lucrezi cu acestia, pentru ca nu reusesti sa calculezi cat rest iti revine.Cand trebuie sa scrii sau sa citesti, faci frecvent anumite greseli (adaugi numere, faci omisiuni,substituiri ,inversiuni, scrii aproape indescifrabil.Nu reusesti sa intelegi si sa retii concept matematice, reguli, formule, algoritmi si calcule, uneori nu reusesti sa te concentrezi si esti neatent.Te descurci foarte bine la informatica si ai pasiune pentru latura tehnica (ai un post de radio al tau, cadru care-ti ofera o alta imagine despre tine, prin numarul mare de fani care te confirma ca valoare in aceasta sfera).

Rol profesor: Esti profesor la o clasa de elevi de gimnaziu.In grupul tau, observi ca in ciuda multiplelor explicatii, unul dintre elevi ia mereu note proaste, desi pare foarte atent.Observi ca nu reuseste sa verbalizeze formule de calcul, nu indrazneste niciodata sa iese la tabla, uneori il vezi trist, distant.In lucrarile date nu reusesti sa-i descifrezi scrisul, omite cifre, le inverseaza sau substituie.Atunci cand lucrezi individual cu el, atentia lui creste, iti da impresia ca a inteles tot, dar te surprinzi disperat in fata rezultatelor la teste sau a raspunsurilor date.

Strategii: Profesorii trebuie sa faca apel la trei moduri de reprezentare a conceptelor matematice: a) modul concret, care implica efectuarea de operatii concrete si participarea activa a elevului. b) c) modul imagistic, care utilizeaza pictograme, grafica si alte procedee vizuale. modul simbolic, care recurge la simboluri matematice.

Sarcinile complexes a fie impartite n mai multe componente, copilul fiind sprijinit s practice fiecare comportament n parte Oferirea laudelor descriptive prin menionarea expres a comportamentul observat Oferirea de recompense pentru a-l motiva pe copil s realizeze sarcinile colare Modelarea activitii pe care copilul o are de ndeplinit Organizarea de sesiuni scurte (15-20 minute) n care copilul s aib posibilitatea s exerseze o anumit abilitate sau deprindere Incurajati-le punctele forte, interesele, abilitatile. Oferiti-le carti si alte materiale care sa le stimuleze dezvoltarea; Acceptati-i pentru ceea ce sunt si pentru potentialul lor uman de crestere si dezvoltare. Fiti

realist in asteptarile si cerintele dumneavoastra

Cerinte clare, redundante chiar a: structurii problemei predate, sarcinii de rezolvare si a exigentelor esentiale n raport cu solicitarile elevilor. Discuii cu prinii elevului n care am clarificat importana implicrii i a sprijinului afectiv oferit n familie,precum i importana interesului lor Discuii cu profesorii disciplinelor de studiu problematice,n urma crora am obinut includerea acestuia ntr-un program suplimentar n vederea acoperirii lacunelor n cunotine precum i o atenie deosebit din partea profesorului de sprijin . Se recomand stimularea i compensarea limbajului prin terapie logopedic precum i educarea psihomotricitii. ntrirea motivaiei de autorealizare personal,implicarea elevului in sarcini care sa-l valorizeze (ex-sa se ocupe de postul de radio al scolii, asa ar putea deveni popular, apreciat, valorizat. Folosirea frecventa a probelor de evaluare deoarece astfel: - se evita acumularea greselilor si lacunelor - se nlatura teama de evaluare a elevilor. Utilizarea tablei (ecranului de retroproiectie este de preferat unor indicatii verbale consemnate n caietele scolarilor). - fiecare primeste exercitii si probleme adaptate nivelului sau la matematica; o fiecare lucreaza n ritmul sau propriu de munca independenta; - sa se selecteze chiar ce e mai importante informatii si deprinderi si asupra lor sa se insiste n activitatea instructiv - educativa; - sa se utilizeze o gama variata de materiale didactice la matematica; - unde este posibil sa se apeleze si la jocuri pe calculator n predarea -nvatarea matematicii; - sa se lungeasca perioada de contact cu obiectele concrete sau substitute ale acestora; - la fiecare operatie nvatata (adunare, scadere, nmultire, mpartire) sa stie cum sa calculeze rezultatul prin apelarea la ajutor material -figurativ (n caz ca nu-1 pot calcula n "minte"); - colaborarea strnsa ntre scoala si familie

Learning difficulties -Not caused by environmental factors. - Not caused by mental retardation -Not caused by emotional distress; Observed behavior -Learning disorders (dyslexia, dysgraphia, dyscalculia) High school (gymnasium) Now can be observed difficulties in understanding the information read, using written language difficulties, poor ability to use mathematical calculation and mathematical problem solving Avoid reading, writing, mathematics, and other skills and specific skills Difficulty organizing space, materials, or thoughts when they must be in writing or verbalized Difficulty planning or strategy development time needed to complete a task within a time limit Difficulty in understanding the dialogues (or discussion between several people), or to express thoughts when his turn to speak have difficulties to make and keep friends procurement problems and school progress; Hyperactivity, inattention and coordination of attention may also be associated with learning disabilities but are not learning disabilities themselves a pattern of uneven development (language development, physical development, school development and / or perception).

Educational strategies Dividing complex tasks into several components, the child is supported to practice each behavior separately Provide descriptive praise by stating expressly observed behavior Provide rewards to motivate your child to achieve academic tasks Modeling activities that the child has

accomplished Organizing short sessions (15-20 minutes) the child should be able to practice a particular skill or skill Encourage their strengths, interests, abilities. Give them books and other materials to stimulate their development; Accept them for what they are and their potential for human growth and development. Be realistic in your expectations and requirements

Student role: You are a student aged 14, who understands the requirements for partial workloads. Difficulties in the list, compare and manipulate mathematical quantities symbolic mental operations do not succeed, nor to understand some concepts matematice.Sometime,Yours colleagues to entertain your mind and you're sad, do not trust you always think that you will be and ridiculed.'re not doing well and do not understand how to use money, you are even afraid to work with them, because otherwise fail to calculate how revine.Wend you must write or read, often do some mistakes (add numbers , make omissions, substitutions, inversions, write about indescifrabil.Nu fail to understand and remember mathematical concepts, rules, formulas, algorithms and calculations sometimes fail to concentrate and you neatent.Te job in IT and have a passion for the technical side (of a radio station of your frame that gives you another picture of you, by the large number of fans that you confirm the value in this field).

Teacher role: You are a classroom teacher for gimnaziu.In your group, observe that despite numerous explanations, one of the students always has bad grades, although it seems very atent.Observi that fails to verbalize formula, does not dare never comes board, sometimes you see sad distant.In data fails to work and decipher handwriting, omitted digits, it reverses or substituie.In the moment when you working individually with him, his attention grows, it gives the impression that he understood everything, but you catch desperate before test results or answers.

Strategies:

Tasks complexes to be divided into several parts, each child is supported to practice behavior in part Provide descriptive praise by stating expressly observed behavior Provide rewards to motivate your child to achieve academic tasks Modeling activities that the child has

accomplished Organizing short sessions (15-20 minutes) the child should be able to practice a particular skill or skill Encourage their strengths, interests, abilities. Give them books and other materials to stimulate their development; Accept them for what they are and their potential for human growth and development. Be realistic in your expectations and requirements clear requirements, even redundant: structure taught problem, task solving and critical requirements in relation to student requests. Discussions with parents that have clarified the importance of involving and emotional support offered to families, and of their interest Discussions with teachers disciplines problematic from which we obtain its inclusion in a supplementary program to cover gaps in knowledge and attention from the teacher support. It is recommended that compensation incentives and language therapy speech therapy

Teachers need to appeal to the three ways of representing mathematical concepts: a) the concrete, which involves performing specific operations and active participation of the student. b) imaging mode, which uses icons, graphics and other visual methods.

c) symbolic module, which use mathematical symbols.

Tasks complexes to be divided into several parts, each child is supported to practice behavior in part Provide descriptive praise by stating expressly observed behavior Provide rewards to motivate your child to achieve academic tasks Modeling activities that the child has

accomplished Organizing short sessions (15-20 minutes) the child should be able to practice a particular skill or skill Encourage their strengths, interests, abilities. Give them books and other materials to stimulate their development; Accept them for what they are and their potential for human growth and development. Be realistic in your expectations and requirements Discussions with parents that have clarified the importance of involving and emotional support offered to families, and of their interest Discussions with teachers disciplines problematic from which we obtain its inclusion in a supplementary program to cover gaps in knowledge and attention from the teacher support. It is recommended that compensation incentives and language therapy speech therapy and education psihomotricitii. Strengthen personal self-motivation, student engagement in tasks that capitalize it (ex to deal with the school radio station, it could become popular, appreciated, valued. Use sheet (rear projection screen is preferable to verbal indications recorded in notebooks school).

Each level gets adapted exercises and problems or mathematics, one each work in their own pace and work independently;

To select just what's most important information and skills and to insist on their instructional activities education;

Where it is possible to turn to computer games in teaching and learning mathematics; - To lengthen the period of contact with concrete objects or their substitutes; - Taught every operation (addition, subtraction, multiplication, division) to know how to calculate the result by calling the support material and figurative (in case of failure, one can calculate the "mind");