Team Approach to Diagnostic and Correction of Learning Problems in a Public Primary School

Abstract

The paper presents an analysis of opportunities of a team approach in support of primary school pupils with learning difficulties and maladjustment. It describes the possibilities of neuropsychological approach in conjunction with the team method of work. The authors introduced stages of the diagnostic and remedial process, taking into account the specific features of public primary school. The research objective was to analyze opportunities of team method in a primary school, based on the neuropsychological approach. The diagnostic and remedial process has four stages. For the diagnosis, the authors used age-adapted individual and group neuropsychological assessment of children using Luria's battery, with quantitative evaluation of data, as well as a modified method of "proof-reading test" and Gestalt test by Bender. The authors proposed a multi-stage diagnostic method, adapted to conditions of the public primary school. The results of diagnosis revealed the structure of cognitive disturbances in children. The paper focuses on the application possibilities of the team method, based on the neuropsychological approach in primary school, as well as on the opportunities for schools to support children "at risk".

Keywords

• children with learning difficulties
• difficulties in behavior
• remediation at school
• diagnostic method
• neuropsychologist at school
• disadaptation