The school failure is one of the most serious problems of the education system in Spain. In fact the percentage is around 30% of the students, twice the average of European countries. This problem is defined as the inability to achieve the objectives set by the educational authorities for compulsory education.
I agree with Faros / Sant Joan de Déu Hospital (Barcelona) that the child's socio-cultural environment and education system greatly influence school failure. Although they analyze other factors linked to the individual's own individuality. Among these are the Specific Learning Disorders (TA), which they suffer between 5% and 15% of the school-age population and that pose a high risk condition for affected children.
These disorders are specified in brain dysfunctions in specific areas of cognitive performance (verbal memory, concentrated attention, speed of processing). These cause disproportionate difficulties for specific learning compared to the rest of the child's overall intellectual abilities and ability.
It makes me a little uphill to accept that children are diagnosed with Learning Disorders, more than anything because once the label is attached, sometimes there is a tendency to maintain it. On the other hand, it is not the same to discover in which area of learning reinforcements are necessary, increase communication with the family, and adapt the techniques used and demands to the children.
However, as it is not my intention to deny specialists in the field, I offer an explanation of what these disorders are.
The first years of schooling are crucial in the detection of TA. These disorders are identified when they are learning oral language, writing, mathematical calculation or writing development. ATs should not be confused with problems that affect children who have low ability to acquire study habits or to maintain attention.
Most commonly diagnosed pathologies in students with reduced learning abilities
Language Development Disorders (TDL), or dysphasia, with varying severity, whose cause lies in a malfunction of the brain areas involved in linguistic functions.
Dyslexia, the highest prevalence BP in the population (between 5% and 17%), which varies its symptoms according to the stage of life, and involves a variable degree of difficulties in reading comprehension and written expression.
Attention Deficit Hyperactivity Disorder, of neurobiological origin, which is mainly manifested by attention deficit, hyperactivity and impulsivity.
Dyscalculia, a specific alteration of the learning ability of arithmetic, although not all difficulties in the calculation correspond to this disorder.
He Nonverbal Learning Disorder, which affects motor coordination, the integration of spatial vision, psychosocial skills and school learning.
An improvement in the quality of the school, which should pay attention to diversity. To achieve this purpose, families must obtain guidance, support and training from the school to educate in parallel at home
Another strategy to consider in these cases is work from school and family with values such as will, self-confidence, self-esteem, effort, adaptability and perseverance in the personal sphere; as well as cooperation, solidarity, cohesion and mutual assistance to the group.
From FAROS they tell us that in order to avoid school failure, it is essential to coordinate the efforts of the family, teachers, psycho-pedagogical advisors, educational and social services, and health center professionals.
I also believe that helping children to increase their self-confidence, and their self-esteem, strive to coordinate efforts with the school and support them in resolving difficulties, is to prevent school failure. And I wonder what would happen if each child's learning rhythms were respected, and the students were encouraged to cooperate from the difference, without stigmatizing anyone, would the prevalence of AT be the same?
