It’s obvious that the answer is NO. Let’s spend a couple of minutes taking into account those children that, without having a diagnosis, clearly need more time to carry out a task than the rest of their classmates. We are talking about children with a different learning rhythm:
Without presenting any cognitive disabilities or significant alterations in their sensory and affective development, they present difficulties to follow the normal learning rhythm, to memorise and recall the learnt information. They present slowness in the information processing; generally an inadequacy between their cognitive structures and the level of complexity of the academic contents.
All these issues leads them to present a low motivation towards the learning process, it’s difficult for them to organise and structure the information by themselves and there is usually a big difference between their psycholinguistic abilities and the language used by the teachers. Moreover, the concept they have of themselves and their self-esteem can be altered.
What should we work with these children?
Taking into account that they are children with a normal development process but with a little immaturity in the cognitive and verbal field, we should take these aspects into account:
- Reflexion, logic and reasoning to enrich the verbal thinking.
- The ability to stock, recover and use data both in the visual and auditive field.
- Use of short-term memory, establishing time limits for the use of a specific information.
- Work on the selective attention (being able to choose information in a precise moment) and sustained attention (maintaining the attention direction).
- Empower the inhibition of impulsive answers and resist external distractions.
- Empower the personal knowledge and stimulate a positive assessment of oneself.
- Develop self-confidence in oneself, empowering their possibilities.