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Florentin Remus Mogonea
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Florentin Remus Mogonea: University of Craiova, Romania

Annals of the University of Craiova, Series Psychology, Pedagogy, 2019, vol. 39, issue 1, 133-148

Abstract: This study aims to present a diagnosis of the frequency of manifestation/occurrence of learning difficulties in the school context. Because the area of manifestation is quite large, being different from one discipline to another, we focused on a single subject (Romanian language and literature) and on a sample of students belonging to a single class (9th grade), as a transition class from secondary school to high school. On the other hand, the study attempts to distinguish between learning difficulties and learning disabilities or learning disruptive behavior, the latter being rather the characteristic of children with special educational needs. Our preoccupations in the field are long established, in this respect, studies and research having been undertaken on the basis of representative samples, in the form of constrative or ameliorative type micro-research. Although in the mainstream literature the learning difficulties have been approached from different perspectives (psychological, psychiatric, neurological, biological, neurophysiological), our attempts to capture the specificities of the learning difficulties from the point of view of the symptomatological and etiological point of view belong to the pedagogical dimension for the purpose of finding ways, means, methods, strategies, approaches, solutions to improve the frequency of manifestation. With the help of teachers of Romanian language and literature and of the students enrolled in the teacher training programme, the 3rd year Bachelor's degree students (specialisation Romanian - foreign Language), which had the pedagogical practice in various schools in Craiova, we succeeded in drawing up aspects regarding the etiology, symptomatology and solutions to reduce the frequency of learning difficulties.

Keywords: Learning difficulties; Constructivist training; Active and interactive methods; Remedial work programmes; Differentiated tasks. (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2019
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Annals of the University of Craiova, Series Psychology, Pedagogy is currently edited by Florentina MOGONEA and Alexandrina Mihaela POPESCU

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