Unit:
Department of Primary EducationLibrary of the School of Education
Dissertation committee:
1. Δράκος Γεώργιος, Ομότιμος Καθηγητής, ΠΤΔΕ, ΕΚΠΑ
2. Πολυχρονοπούλου Σταυρούλα, Ομότιμη Καθηγήτρια, ΠΤΔΕ, ΕΚΠΑ
3. Αντωνίου Αλέξανδρος-Σταμάτιος, Αναπληρωτής Καθηγητής, ΠΤΔΕ, ΕΚΠΑ
4. Γαλανάκη Ευαγγελία, Καθηγήτρια, ΠΤΔΕ, ΕΚΠΑ
5. Σιδερίδης Γεώργιος, Καθηγητής, ΠΤΔΕ, ΕΚΠΑ
6. Σούλης Σπύρος, Αναπληρωτής Καθηγητής,ΠΤΔΕ, ΠΑΝΕΠΙΣΤΗΜΙΟ ΙΩΑΝΝΙΝΩΝ
7. Αλευριάδου Αναστασία, Καθηγήτρια, ΠΑΙΔΑΓΩΓΙΚΟ ΤΜΗΜΑ ΝΗΠΙΑΓΩΓΩΝ ΦΛΩΡΙΝΑΣ
Original Title:
Ψυχοσυναισθηματικές και γλωσσικές λειτουργίες μαθητών με Διεγνωσμένα Μαθησιακά Προβλήματα κατά τη μετάβασή τους από το Δημοτικό στο Γυμνάσιο. Προτάσεις για την παραγωγή διδακτικού υλικού.
Summary:
This paper is a research study that attempts to fill the gap in the Greek-speaking area with respect to the psycho-emotional and linguistic function of children with Learning Difficulties (LD) during their transition from Primary to High School. More specifically, in order to investigate the psycho-emotional and linguistic function of children with Learning Difficulties (LD), the research attempts to "map" the individual problems faced by children with Learning Difficulties (LD) such as emotional problems, behavior problems, problems in relations with peers, difficulties in the linguistic function, and finally, difficulties in their self-realization during the transition to the High School. In total, 110 children, 110 teachers and 110 parents participated in the survey, of which 55 are the sample and the other 55 are the Audit Team (AT). The sample comes from areas of Attica from Primary and Secondary Schools. The findings of the survey generally confirmed the assumptions. Initially, it was found that on the part of the parents, show more psycho-emotional problems than children without Learning Difficulties (LD) both in the 6th grade of Primary school and the 1st grade of High school. On the other hand, both children with Learning Difficulties (LD) as well as children without Learning Difficulties (LD) showed a statistically significant increase in their psycho-emotional problems during their transition from Primary School to High School. The same results were found from the viewpoint of teachers, according to whom both pupils of the 6th Primary and the 1st High School show more psycho-emotional problems than the children without Learning Difficulties (LD). Also, there was a statistically significant increase during the transition to High School in children with Learning Difficulties (LD) based on the perspective of teachers in relation to children without Learning Difficulties (LD) which did not show statistically significant differences. Another area investigated is language function. In particular, the results of the survey showed that children with Learning Difficulties (LD) both primary and lower secondary schools face more language problems than children without Learning Difficulties (LD) both from the point of view of children themselves and from the perspective of their teachers. In addition, there were no statistically significant differences regarding the language problems of children with Learning Difficulties (LD) and without Learning Difficulties (LD) during the transition to High School according to the children's answers. However, according to the teachers' answers, there is a statistically significant increase in the language
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problems of pupils with Learning Difficulties (LD) during the transition to High School in relation to children without Learning Difficulties (LD). Moreover, this study investigated students' self-esteem. According to the findings of the survey, children with Learning Difficulties (LD) have a lower overall self-perception than non-LD students both at the 6th grade of Primary school and at the 1st grade of High School. In addition, during the transition to High School there was a statistically significant decrease in the overall self-esteem of both pupils with Learning Difficulties (LD) as well as students without Learning Difficulties (LD). The findings are discussed in the context of the international theoretical and research literature on the various psychoemotional problems faced by students with Learning Difficulties (LD) during their transition from the Primary School to High School. Finally, suggestions are made regarding the production of learning material in the Modern Greek Language Course of the 1st grade of High School aiming at better integration of students into the learning environment.
Main subject category:
Special education
Keywords:
Lerning Difficulties, Psycho-emotional Functon, Linguistic Function, Transition
Number of index pages:
14
Number of references:
377
