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What fundamentally characterizes school classrooms is the diversity of students that we find in them. The existence of differences in learning is an inherent fact of the human being. Within this diversity we can find children with different learning rates, children who learn quickly, children who follow a normal rhythm and children with a slow pace of learning.
Children have difficulty following a normal learning pace, and these difficulties can lead to general learning problems. They are children who do not have a specific difficulty, such as dyslexia or ADHD, but rather have learning problems at a general level and can affect all areas, especially instrumental areas (mathematics, calculus and literacy).
The main characteristic features of these children in the classroom are the following:
- Slowness to process information.
- Inadequacy between their cognitive structures and the level of complexity of the content.
- Inadequacy between their psycholinguistic skills and the language used by the teacher.
- Inability to organize and structure homework on their own.
- Little attention.
- Low level of perseverance.
This will lead to these children:
- Low motivation to learn.
- Low self-esteem.
They are children with normal development, but a certain cognitive immaturity. We can say that they are children with problems but not significant difficulties, that is, it costs them a little more, they need more time, and in a psychopedagogical assessment they would be weak in all areas but we could not frame them as ADD or Dyslexia. What is important to note is that this rhythm can condition their learning and lead to Difficulties, so they will need adjustments in the classroom, that is, personalize the teaching at their own pace.
The most important thing with these children is to know that the main problem is a mismatch between the level of development of their cognitive structures and the degree of complexity of the school content.
From what we said at the beginning, it is frequent that, in addition, these childrenhave low motivation to learn, accompanied by low self-esteem and that there is a lack of autonomy to establish their own strategies for studying and memorizing.
The important thing, beyond the labels we put, is to know that these children can achieve an adequate level of learning if they receive graduate education based on your previous knowledge and with a methodology adapted to your needs.
Since these children have a high chance of developing learning difficulties. it is essential to start working with them as soon as possible. When treatment is started early with students who are slow to learn or have Learning Difficulties, positive results and a clear improvement in performance are usually achieved.
It is essential in the first years of schooling pay attention to the basic knowledge or prerequisites necessary for the acquisition of further learning.
Since these children tend to show low self-esteem it is essential work with them the emotional area, help them to see beyond the school, to discover all their possibilities and capabilities. They are children who have a hard time at school, because no matter how much they study or work they do not arrive, it is difficult for them to understand and understand the classes, they need more time, and all this directly affects the concept they have of themselves, (I am silly, is the most repeated phrase). So the support of the family and the appropriate intervention of professionals and the school is essential.
You can read more articles similar to Children with slow learning rates, in the On-site Learning category.