{"id":16233,"date":"2021-03-16T00:00:34","date_gmt":"2021-03-15T23:00:34","guid":{"rendered":"https:\/\/dide.org\/learning-difficulties-educational-platform-for-educational-counselors-dide\/"},"modified":"2021-03-16T00:00:34","modified_gmt":"2021-03-15T23:00:34","slug":"learning-difficulties-educational-platform-for-educational-counselors-dide","status":"publish","type":"post","link":"https:\/\/www.dide.org\/en\/learning-difficulties-educational-platform-for-educational-counselors-dide\/","title":{"rendered":"Learning difficulties, educational platform for educational counselors. Dide"},"content":{"rendered":"

Often, school counselors<\/strong> encounter multiple problems, including an excessive student ratio, to reach all children with educational needs<\/strong>, not to mention that most students spend their days in school without anyone having identified their difficulties and real needs.<\/span><\/p>\n

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Counselors are overwhelmed, often even ‘tired,’ or they estimate that some needs are more important than others, but the truth is that every child is important; for every family, their child is the most important thing. It’s complicated when they tell you that there are other children in greater need and you have to wait a year.   (Zaira Santana, Ph.D. in Psychopedagogy from Psicotogether)<\/h3>\n<\/blockquote>\n

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Many times, despite the difficulties a student presents in keeping up with the class, no intervention occurs unless the child has a diagnosed disorder. The important thing is to help with the child’s real needs<\/strong>; it is not necessary for them to have some type of severe emotional, motor, or sensory problem to have difficulties. The reasons or causes can be very varied and usually do not occur in isolation, which is why it is very complex to understand them and propose personalized solutions that fit the individual needs of each child at home and at school. <\/span><\/p>\n

\u201cTake a look at this student\u201d<\/h2>\n

This phrase commonly resonates in the ears of school counselors who dedicate their efforts to the most relevant and visible cases as a result of poor school performance or inappropriate behavior, “prevention is not practiced, only fires are put out. Many cases escape us <\/em>\u201d- lament the counselors. Other times, they focus on looking for some indicators with more incidence in the student, ADHD or Dyslexia. The truth is that there is a wide variety of factors<\/a> and comorbidities that can influence the child’s learning, development, and well-being<\/strong>, including high abilities. <\/span><\/p>\n

Meanwhile, crucial time passes, during which demotivation and disaffection for school take their toll on the student.<\/span><\/p>\n

To approach the student’s needs, the counselor needs information from the child’s environment<\/strong>, that is, they need to ask the family and teachers<\/strong> through interviews, with the material time that this process entails, in addition to performing a series of standardized tests on the child to detect or rule out some indicators –why are they doing this to me?<\/em>– many children who have to leave the classroom for this type of introspection ask themselves. <\/span><\/p>\n

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https:\/\/www.youtube.com\/watch?v=phDTlTo-NR8<\/a><\/p>\n

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Analysis of the classroom and the needs of the students<\/h2>\n

How is it possible to carry out a preventive exploration to have a global vision of each student’s profile and work on what they really need?<\/h3>\n

New technologies echo a reality: the need to facilitate the mechanization and optimization of the usual work of educational guidance in schools and psychopedagogical offices<\/strong> in order to detect the difficulties and needs of all students<\/strong> and from an early age<\/strong>. Specifically, the dide<\/strong><\/a> tool represents a great advance for the early identification of almost any factor that interferes with the child’s learning and development. <\/span><\/p>\n

How?:<\/span><\/p>\n