Strategies to prevent and reduce school dropout in children with sen

Florentina Olimpia Avram () and Miruna Moroianu ()
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Florentina Olimpia Avram: Ovidius University of Constanta, Faculty of Psychology and Educational Sciences
Miruna Moroianu: Ovidius University of Constanta, Faculty of Psychology and Educational Sciences

BlackSea Journal of Psychology, 2022, vol. 13, issue 2, 1-9

Abstract: Nowadays, disorders of all kinds are becoming more common, but new forms of approach are emerging and strategies are being sought to support the children concerned. This phenomenon is in constant motion and requires a lot of time and patience, involvement, passion and devotion from teachers, psychoeducators and support teachers. This topic is problematic, most teachers are currently facing it in most classes, whether we are talking about children with disabilities or not. There are several studies that show that the right guidance and the debate of customized strategies lead to favourable results, increasing pleasure for school activities, gaining total or partial autonomy and improved interpersonal relationships. The research we have done shows that this topic is a sensitive but also widely discussed topic, which is constantly evolving and working through various methods and strategies to achieve a satisfactory result, from all points of view. In this process it is necessary the involvement of teachers, families, but also children. Responsibility in decision-making and flexibility in such cases are two very important aspects to achieve favourable results. The research presented aims to study and implement strategies and techniques necessary to reduce school failure in children with special educational needs. The main objectives of research are as follows: Identify techniques for approaching content to capture students’ attention; Highlighting the factors that contribute to combating school failure; Identifying work strategies to increase school progress; By comparatively analyzing the results of the two important stages, the preliminary, the initial test, and the final one, the differences recorded are defining. Thus, the common objectives are achieved differently from the experimental group because it already has the experience of a multi-level interaction, feeling the need and motivation to get involved and already having the knowledge to solve the requirements.

Keywords: special educational needs; strategies; school failure; motivation; education (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:tec:bseaps:v:13:y:2022:i:2:p:1-9

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