Unit:
Κατεύθυνση Εφαρμοσμένη Ψυχολογία στην ΕκπαίδευσηLibrary of the School of Education
Author:
Psychogyiou Georgia
Supervisors info:
Καθηγήτρια Ευαγγελία Γαλανάκη, Π.Τ.Δ.Ε., Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Καθηγητής Κωνσταντίνος Μαλαφάντης, Π.Τ.Δ.Ε., Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Αναπληρωτής Καθηγητής Θωμάς Μπαμπάλης, Π.Τ.Δ.Ε., Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών
Original Title:
"Καταλαβαίνω τις Μαθησιακές Δυσκολίες μου και βοηθώ τον εαυτό μου": Παρέμβαση σε παιδιά με Μαθησιακές Δυσκολίες
Translated title:
"Understanding my Learning Disabilities and helping myself": Intervention in children with Learning Disabilities
Summary:
The aim of this essay was to present the adaptation and implementation of the intervention “Uncovering the mysteries of your learning disabilities: Discovering self-awareness, self-advocacy” (Crouse, 2009) to children with learning disabilities in Greece. The aim of the intervention was to help these children to understand what these disabilities are and to discover ways to improve their learning. The intervention was implemented individually to three students aged 11 to 12 years old with learning difficulties at an elementary school of Athens. It included: a) the conceptual identification and the possible causes of learning disabilities; b) their correlation with low performance and intelligence, c) the way the information was processed and the difficulties involved; d) the usual types of Learning Disabilities; e) proposals for more effective learning and exercises to tackle the difficulties; f) other issues related to Learning Disabilities; and g) self-advocacy advice. At the same time, an attempt was made to enhance students' self-esteem, given that low self-esteem usually characterizes pupils with Learning Disabilities through a variety of related activities (Geldard & Geldard, 2011; Triliva & Tsimienti, 2002; Hatzichristou, 2011). Self-esteem was assessed with the Rosenberg scale (1965) and the Triliva (2002) questionnaire before and after the intervention. In addition, children's drawings were also used as an informal method for collecting data. The findings showed the effectiveness of intervention in students' awareness of the nature of their difficulties and their empowerment in the subject of learning. Also, their self-esteem was also enhanced. In conclusion, this intervention implemented proved to be a useful tool for personalized support to students with Learning Disabilities.
Keywords:
Learning Disabilities, Self-esteem enhancement, Self-advocacy enhancement, Personalized Intervention, Elementary School students.
Number of references:
102
