Alumni DSA and teachers

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Published: May 5, 2018
DOI: https://doi.org/10.17060/ijodaep.2018.n1.v3.1204
Keywords:
LSD in-service trainig incrementality educative-teaching relatioship dispensatory compensatory measures

Main Article Content

Maria Forte Bice
Dottoranda di Ricerca Università di Extremadura, Badajoz

Abstract


As teacher with many years of experience and with the inclination to professional upgrading, a very irrevocable moment for the social function of a teacher , relating to the specific learing disability (LSD) not only the problems are linked to the difficulties that slow the students’ learning but also the reluctance of teachers to choose learning strategies for all cases present in the class. This article will discuss several issues: are the particolar dynamics that typify the educative-teaching relationship existing among teachers and students with LSD.The theoric overview of educative-teaching strategies and methodologies, the direct knowledge of law reference and the knowledge of the latest information about LSD ,. Precisely, The articolgives a general consideration about lsd, and makes an analysis of risk indicators mentioned in the scientific literature and deals with a wide and detailed framework of relieved actions considered by law and of compensatory devices more suitable to semplify the requested intervention in the disability.

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How to Cite
Forte Bice, M. (2018). Alumni DSA and teachers. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 3(1), 13–20. https://doi.org/10.17060/ijodaep.2018.n1.v3.1204
Issue
Vol. 3 No. 1 (2018): PSYCHOLOGY AND CURRENT VALUES
Section
Articles
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