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Dyslexia and Traumatic Experiences


Edited By Evelin Witruk, Shally Novita, Yumi Lee and Dian Sari Utami

This book focuses on dyslexia and traumatic experiences. It strives towards fostering a scientific exchange that promotes emergence of synergy effects and real progress in the understanding of dyslexia, psychological trauma, and stress experiences, as well as special methodological problems of qualitative research. The international and interdisciplinary team includes authors from Indonesia, Sri Lanka, Morocco, Sudan, South Africa, South Korea, Iran, China, Portugal, and Germany. The main topics of the book relate to dyslexia with some new perspectives on this old phenomenon, to traumatic experiences, to intervention methods and to some special methodical problems, particularly in qualitative research methods.
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Edgar Galindo - An Intervention Program for Children with School Failure Problems


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Edgar Galindo

Universidade de Evora, Portugal

An Intervention Program for Children with School Failure Problems

Abstract. School failure is a chronic problem in many developing countries and also in some developed ones as Portugal due to factors like cognitive deficiencies of children, an inadequate family environment, low SES and bad teaching methods or school organization. The problem persists in spite of many applied measures. It is important to develop effective and simple intervention strategies which are able to cope with the problem at an individual level independently of the cause. The general objective of the following study is to develop cognitive-behavioural training techniques to help children with problems of school failure. 6–12 years old children attending ISCED 1, with academic difficulties because of family problems, social exclusion or poor schooling were trained. Cognitive-behavioral techniques that have been widely used to train persons with intellectual, sensorial, physical or social deficiencies were applied. Results are evaluated in terms of % of attained objectives, time and (subjective) teacher satisfaction. Some results of individual children are shown. Training programs seem to be successful independently of the (mostly unknown) cause of failure or the trained school subject.

Keywords: cognitive-behavioural techniques, school failure, disadvantaged children.

1 Introduction

School failure is a main problem in Portugal and in many other countries. Data published by the European Union (Eurydice, 2011) show that Portugal had the highest retention rate at primary school (ISCED...

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