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STUDENT TESTIMONY:

Age 18 The guilt of bullying is adult, not the bully or the victim. Adults label the victim as antisocial, shy, with a difficult temperament, distracted and unmotivated in school, while the bully usually proves brilliant, playful, caring. But the victim seems to antisocial and shy because of the isolation and ridicule to which it is exposed are closing in on itself, and the stress faced by the irascible and surly make, as well as mediocre in school while the bully is not selfless altruism uses the tactic to surround himself with "idiotic thugs" and use them. At school, strange but true, even teachers are often enchanted by the bully, and do not recognize the actions of the bully who goes all out to damage the psyche of the victim. I could write whole pages to this proposito.Per Luckily I had a school performance so far and a great family who supported me, but unfortunately, this has only limited damage from sufferings, even because of teachers who are not quite up to the task of educators and lined up almost always on the side of the bully. The wounds caused by my "fellow executioner" will never recover!

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SCHOOL BULLYING AND SCHOOL: BE CAREFUL NOT TO MISTAKES

(extract part of the same name, written with the assistance of Dr. Cipollina Rosalia, published in the journal n.28/2008 "Viversani & Belli")
school: how to make the choice
It 's time of enrollment in high school or already carried out to confirm the prescription, but before making the final choice, it is important to reflect once more on what are their aspirations, the program that we will to face and on the real opportunities allowed by the chosen course of study. This is because, according to statistics, the Italian children leave school very early and many do before they have achieved a degree higher, so almost half of Italians have only middle school and an objective difficulty in finding work. The causes of abandonment may be many, but especially a little more careful choice of studies favors the occurrence of this phenomenon.
good will choose to avoid abandonment.
The framework for education photographed by Istat "100 statistics for the country - to know and evaluate indicators" is worrying and according to the research, the escape from the bank concerned especially the south. In Sicily, Campania and respectively 15 and 14 students out of a hundred do not complete even the location of the obligation, while last year just over 75% of those aged between 20 and 24 years have achieved at least upper secondary school diploma. They are, in fact, the first entry into the school system and the years of transition from one order to another which form a critical threshold at school.
The results of a wrong choice. First, the interruption of studies may be the result of the inability to continue, because of repeated failures in terms of performance, a rejection of a frustrating reality (like having bad grades in a class model ) or a situation of psychological distress developed in the school context (such as bullying). In other situations, however, abandonment is the sad ending of a school choice made by the family and not shared by the boy. Usually, in this case, the lack of interest of the student is clear from his attitude, complains of a sense of boredom, discontent, sometimes confined to the school, but more often generalized and to which the adolescent can not make sense. In these cases does not occur immediately a real drop out of school, but a lower yield, accompanied by low confidence in their abilities.

Making the right choice at this time of year many children have already made their choice, or are in the process id presceiscrizione confirm, but it's not too late to see if this was done with caution. Here's what to consider to prevent a wrong field of study convoluted abandonment.
a personal choice. In general, it is normal for the family, as well as the teachers of the school to advise the boy on the path which may be more akin to his aspirations, but it is important that the final choice was made by the young man himself and by others to place.
But it is not easy for a boy 14 years of age to operate such a choice that will impact on his future career, in addition to not yet know well what you really want to themselves .. Faced with the difficulty of choosing many end up in consultation with parents. And as a result of this request for advice is a hidden proxy choice to the indication provided by the parent is taken up, while not wishing it in whole or in part. His parents in providing advice might be influenced, unconsciously, from his own missed expectations or desires that are more or less consciously, on the future of their children. For example, a parent who wanted to be a classical education rather than technical or scientific, it will "redeem" the choice not to grant his son as a choice. Or the parent that would want to do anything great as a profession , The doctor instead of the lawyer for example, could organize for their child a course of studies aimed at realizing the lack of profession.
In these cases serves the maturity of the parents should not let either affect his expectations missed or groped the place of the boy. The ideal would help him understand his inclinations and interests. Moreover, in advising parents are faced with a dilemma: 'good school' for the future work or 'school interessante'per the boy?. In the selection must take into account the rapidly changing labor market, what is useful today may not be tomorrow, but if the guy could stop studying interest-free school early and would not be happy. And 'well then, that the reasons for keeping the family as a reference point the boy's personality, his attitudes and interests. Summary: Choice or advice as a process and not as content
Similarly, we must discourage the adolescent who chooses to attend the school based solely on what they did to his friends or former classmates. Usually, this happens to young people more insecure and in this case, you need to instill greater confidence in the boy, helping him to focus his strengths and talents that distinguish it and that can only be enhanced by choosing a school career focused.
The first responsibility. Because the boy assume fully the responsibility of the route that is about to undertake, is also essential to involve in the preliminary (inclusion in the curriculum, to purchase the first books). Typically, a teenager grappling with an adventure enjoyable and motivated towards their own choice, is excited to personally take care of these formalities.
A preliminary interview. Even after the pre-registration is important that the young do an inspection of the school they chose, to fix a meeting with the dean or a person that is responsible for the reception and is made to explain exactly what subjects will be addressed not only to first year, but during the whole process leading to a qualification. Often, teenagers are very general idea of \u200b\u200bthe various fields of study, marred by the experiences of older siblings or friends or even making reference to the type. So do believe that the scientific means to be very good at math, while choosing institutions only if they love art painting. Be confronted with unknown discipline or taken lightly and one of the factors leading to "leave" over time.
There is time for change. Although the school year has started and the books were purchased, one should not exclude the opportunity to change schools. If the early days, the boy expresses dissatisfaction with the new curriculum, it is important to ask them to evaluate this hypothesis, although a slight loss or a high voltage can be considered normal for a teenager struggling with a new experience.

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FEW SCHOOL PSYCHOLOGISTS

Rome, September 16 (AP) - The National Order of psychologists has no doubts on the front of school psychology in Italy is late, remained the only European country without any real psychology of the classroom.
According to the research carried out on national territory by the National Council of Psychologists (CNOP) in collaboration with the Regional Institute for Educational Research (Irre), in fact, that in the last three years only two schools three have hosted the intervention of a psychologist, that the time spent on psychological practices is less than three months, also lacks a law on the integration of the profession in schools.
meeting in Rome to review the status of psychology in schools, experts have stressed that the presence of a psychologist in schools might be the main route for the prevention and understanding of youth problems, problems and diseases, as well that lifestyle. We talk about for years, but the results still missing and Italy has remained the only European country without any real psychologists among the high school.
Yet according to data collected by the National Council of Psychologists in schools of the problems are: lack of commitment and focus on the study and the lack of attention in the classroom, the difficulty of relationship that is often found among the teaching staff, pupils with special educational needs, the difficulties of such caused by continuous innovation and organizational reforms, and finally the aggressive and violent behavior of students.
CNOP Survey was conducted on a total of 1,511 psychologists (of which 71% women) and 1921 scuoledistribuite throughout the Italian territory.
The results showed that the school's attention is mostly focused on the pupils, followed by interventions targeted at parents and the school in its organizational dimension. In particular, 37% are activities related to disease diagnosis, 35% concerns the observation.
is the school to have the most time (60.2%) devoted to psychological practice, follows the secondary school (58.8%), primary school (56.7%), including the Institute (47 , 4%) and, finally, the kindergarten (43%).
"In the absence of an institutional role and clear professional rules that can regulate the profession - said Jose Luis Palma, President of CNOP - the psychological activity in schools is reduced systematically to provide expert advice, forgetting practical Development the person for education and social coexistence. "" Italy, according to this picture - said the president of CNOP - has a serious cultural backwardness against almost all European countries, where there is a law the inclusion of the psychologist in the school as a stable shape and role. "
complete article at: http://notizie.alice.it/notizie/cronaca/2008/09_settembre/16/scuola

Read the Journal began to do so at the following address: http://www.psy.it/documenti/16092008_Comunicato_psicologia_scolastica.pdf

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anxiety, phobia or fear of school

The fear or anxiety about going to school involves a growing number of school-age children.
It is manifested by crying, tremors, stomach pain and headaches, panic attacks before crossing the entrance to the class, but sometimes manifests itself already at home before leaving for school. It is often considered a fad, a sort of rebellion, a developmental crisis. Instead hides a deeper malaise that affects children and young people, from first grade through high school, and against an educational institution generally welcoming and inclusive.
school phobia is described for the first time in 1941 by the American psychiatrist Adélaïde Johnson, and for a long time he tracked down Case reports of unresolved dependency between mother and son, and even today it remains the prevailing view. To which, however, now are added to other possible causes: separation anxiety, fear of bullying, fear of teachers, fear of having bad grades, fear of not being up to the expectations of parents.
The phenomenon has always been present in all ages but is more visible today before we went to school in six years, maybe even the children do not attend kindergarten, and many, like all mothers, living the wrong posting. Today many things have changed, the mothers go to work and before children arrive at school and say hello without problems. That's why cases of phobia school more clear. Just be careful that you are not a new disease emphasizing making a pathological behavior that is normal or otherwise resolved
Experts for approximately 2 percent of children of compulsory education. The school phobia reaches peak at key stages of schooling: 5 to 7 years, beginning in primary school, between 10 and 11 years at the beginning of the medium, and aged 14 years. Dr. Rosalia
Cipollina

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EMOTIONAL PROBLEMS Alunno

The quality of life of every child is affected by the way he learns, from an early age, to face his emotions if he prevails in destructive emotional reactions, they will eventually characterize his school life, leading to unsatisfactory relationships with peers and teachers.
It is quite evident that certain emotions have a significant influence on learning and school grounds. The more we put the child can live positive emotions at school, the more we will help you learn. Many children start primary school they approach learning with enthusiasm but is a significant softening over time. Yet the teachers could do much to ease the experience of positive emotions in the classroom. If the study is associated with pleasant state of mind, will enhance the capacity for active pupil participation in the process of apprendimento.E 'important to note that excessive emotional tension negatively interferes with the effectiveness of many benefits. This means that if your child is too tense and involved, its performance will diminish in any activity, not just those strictly educational, but also in sports, artistic or otherwise. So if it is good that there is some involvement, it is also useful to avoid excessive stress.Le emotions also interfere with mental activity. Some cognitive mechanisms such as the ability to concentrate, the mnemonic ability and attention are influenced adversely by excessive emotional tension. It therefore becomes difficult to focus one's mind well what you must learn when you are too excited or turbati.Le emotions also affect interpersonal relationships. For example, children who show an excessive level of aggression often receive less aggressive responses, or will tend to be avoided, rejected, turned away. If it shows excessive shyness in interpersonal relationships, the child will have difficulty in entering the group and could be socially isolato.E 'also to consider the fact that the dominant emotions end up determining the psychological climate of the class. If any teacher has had the unfortunate experience to be in the same class four or five children with a high level of hyperactivity, aggression, and with a marked tendency to disturb the fellow, probably will come to the end of the school rather exhausted. This is for the fact that certain negative emotions, if you experience a high frequency and intensity, can create a classroom climate that wears quite negative and teachers makes it difficult learning process. It remains then to keep in mind that emotions are most often become habitual mode of response. So if we have children who often experience anxiety in the face of questions or tasks in the classroom, it is very likely that this anxiety, in the absence of an intervention Specifically, is consolidated in subsequent years. The same goes for other emotions such as, for example, hostility or sadness which if not addressed properly will eventually become a stable part of the child's emotional repertoire. Important is the role of the teacher who is able to have the authority to send the pupil to an appropriate behavioral repertoire of useful personal growth. Categories of emotional disorders When we consider the emotional and behavioral developmental disorders may be useful to differentiate into two broad categories. A first category concerns the emotionally disturbed externalized. As the term may assume this is the disorders in which the child's distress is manifested especially to the outside. They are characterized as a tendency to demand that their personal needs are met immediately and have precedence over the needs of others. It 'also frequently use aggression to achieve their goals, oppositional, tendency to transgression of social norms and sometimes even legal. Typical is the externalized disorder conduct disorder. The other category consists of internalized disorders, characterized by a suffering that is experienced within and often go unnoticed at a quick glance. Typical problems are internalized anxiety and depressione.E 'interesting to note that with regard to reports that teachers, with parental consent, turning to specialist services for pupils in difficulty, they cover more types of externalized disorders. It is very rare that a teacher referred to a psychologist or a child psychiatrist children who have problems with anxiety or depressive problems, as these are people who usually do not disturb and do not create problems in the class. These are students who tend to isolate themselves, to turn in on themselves, and remain passive and submissive to others. In fact, a deficit in relational skills is a hallmark of many emotional disturbances. If your child is anxious, but even more so if you are depressed, will show some inadequacy in the way you relate to your coetanei.Si it was found that the majority of emotional disorders are affected by some distorted way in which the child or adolescent is mentally himself and his world. This is the tendency to exaggerate the negative aspects of reality, using rigid and absolutist modes of thinking, for example with an excessive frequency of words like always, never, none, or considerations such as "I will not ever be a good" , "The Knack with me", "no one loves me", "I do not do no good." The tendency to categorize an extreme negative impact on mood and when it gets underway, becoming the usual way to treat themselves and their world, can lead to emotional disorders such as anxiety and depression. The most recent contributions in psychology have shown that the mental mechanisms that govern emotional reactions are to be identified as cognitive mechanisms, that way of thinking, mental representations. And it is helping the child to correct errors in its own way of representing the reality that we can enable it to overcome unpleasant feelings. In practice, to touch the baby's heart we have to go through his mind, helping him to change elements of his dysfunctional internal dialogue. Within our minds all the time we talk to ourselves, whether we are aware, is that we are not aware. When we are not aware is not that these mechanisms are unconscious, but simply are not used to listen to our mind. It is seen that if a child is trained from an early age with appropriate procedures, may be able to listen to himself and to be aware of what are the mental contents that affect her emotional state. For this reason, most prevention programs developed in the last ten years, taking into account the relationship between thought and emotion. E 'can promote emotional well-being of children by teaching as soon as possible, to think properly.
Dott.Rosalia Cipollina

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ABANDONMENT AND RELEASE OF LEARNING DISORDERS EDUCATION

according to statistics from the young Italian leave school early and many do before having obtained a degree higher, so almost half of Italians have only middle school and an objective difficulty in finding work. The causes of abandonment may be multiple, and above all a shrewd little choice in higher education promotes the occurrence of this phenomenon. Here, then, how to prevent abandonment.
What school dropout. The dispersion is a complex phenomenon that includes himself in other aspects and involves all the training-school context. The term emphasizes the school drop us intrecciasi two problems: what about the person who is lost and the one on the system that produces dispersion. To understand the meaning of the word must go back to etymology: dispersion is derived from "dispersible" whose meaning is to spread things here and there, blowing, but it is heard as a derivative of "disperse" the meaning of which is to divide, separate, dissipate. Both use intransitive means disperse, disperse, disappear and then evoke the dissipation of 'intelligence, resources, potential. Can be defined as early school leaving that group of processes by which there are delays, delays or dropouts in a specific process or school circuit, but often this definition is also used when you are faced with people who have not fully developed their cognitive abilities and intellectual abilities and that, for various reasons, have experienced failure at school.
The picture of abandonment. In Europe, the Lisbon Conference has identified the reduction of losses benchmarck that one of the five member countries must achieve in education within the framework of education, 2010 Photographed by Istat for "100 statistics for the country - Indicators to know and evaluate "is worrying and according to the research, the escape from the bank concerned mainly the south. In Sicily, Campania and respectively 15 and 14 students out of a hundred do not complete even the location of the obligation, while last year just over 75% of young between 20 and 24 years have achieved at least upper secondary school diploma. A rate lower than the EU average (77.8%), while among the countries stand out more diligent Slovenia (5.2%), Czech Republic (5.5%) and Poland (5.6%). Nevertheless, a small improvement in our country there has been: in the last four years, between 2004 and 2007, in Italy the incidence of early school leavers fell by 2.8 percentage points to the South and 3 , 6 points in the Centre-North. Significant are the data collected from the survey of the Ministry of Education, at schools and non-state related to AS 2006/07, which give rise to the secondary level as an abandonment interests mainly the first year, they are in fact, the first entry into the school system and the years of transition from one order to another which form a critical threshold at school The analysis is based on the causes of dispersion and its size, The emphasis is on the question of the plot between subjective variables and macro-social variables. The experiences of local investigations have identified the degree of socio-economic development the key criterion for the occurrence of the phenomenon in different areas of the country. Discrimination is not between the North and South but between different parts of the same region or between different areas of a metropolis. Moreover, whereas before the dispersion was spread especially in areas of socio-economic disadvantage (South), the phenomenon has spread in areas with stronger economic and productive systems: the low level of socio-economic development is one of the causes that produce the abandonment in the South the education system, the strong demand for labor is an interesting attraction in the north for many children with poor performance in school.
The school drop out then arises as an indicator of the quality of the education system and emphasizes the value of the role and function of schools, families and other institutions and forces the search for answers and appropriate and targeted interventions in a context integration between all parties involved. The causes of abandonment

Early school leaving is a complex phenomenon, not due to unique interpretations of cause and effect, but must be analyzed in a systemic model. E 'needed an integrated view of the various factors that are related and interact, where the focus is always the success or failure at school. Variables involved and encourage the development of early school leavers are:
• socio-cultural conditions of the family;
• Irregularities in their school careers (caused by a lack of detection of diagnosis of specific learning disabilities such as dyslexia, dysgraphia, dysorthography, dyscalculia);
• subjective dynamics of the student ( marginalization, lack of motivation, low self-esteem)
• relationship difficulties within the group (bullying)
choice sets, made little or superficially similar to the personality of the student: this may be the causes of school failure that they become uncomfortable school eventually abandoned, but should not forget those related to adolescent crises. Here, then, the main factors that encourage people to shelve books.
feel inadequate. First, the interruption of studies may be the result of the inability to continue, because of repeated failures in terms of performance or a rejection of a really frustrating (like having bad grades in a class model). This situation brings forth a standard that can be expressed discomfort with feelings of anger towards the school, seen as the cause of failure, or may lead to depression, feelings of inadequacy, failure, low self-esteem.
choice sets. In other situations, then, the abandonment is the sad ending of a school choice made by the family and not shared by the boy. Usually, in this case, the lack of interest of the student is clear from his attitude, complains of a sense of boredom, discontent, sometimes confined to the school, but more often generalized and to which the adolescent can not make sense. In these cases does not occur immediately a real drop out of school, but a drop in performance accompanied by low confidence in their abilities.
Sometimes the attitude of disinterest in academic disciplines is a reaction and at the same time a message from the boy, who was seen by parents impose a school curriculum without taking into account the interests and attitudes, which hopes to be heard and understood and then taken to change the school curriculum.
Too many changes. Do not forget, then, that any change, accompanied by a phase of destruction and renovation, and a moment of growth, the transition to high school, more generally, a period of dramatic changes that can take the boy to have many other interests, so away from school work. If commitments are secondary study, then, is not always the fault of a wrong address or a lack of interest, but a series of innovations that characterize the developmental stage (first loves, the transformation of their bodies, new friendships ... etc.) and which may affect school life. It so happens that even the slightest difficulty, simple signs of discomfort, impatience, discontent could be magnified in the school context, prompting the student / teen extreme solution of abandonment.
If it is the fault of the school. Objective of the school is to prevent the discomfort and promote academic success by helping students to prepare for the future. As already mentioned the transition from one position to another is a difficult time studies of growth towards autonomy for the student and for this reason the school is actively implementing projects of acceptance and continuity. The first to welcome pupils who are preparing for the first time to take a new course of study, the latter providing for the moments of cultural exchange and meetings to promote a very traumatic transition from one grade to another study. But too often the educational institution can be a cause of the abandonment of education. Often, bureaucratic difficulties, continuous succession of teachers, lack of communication between school and family may undermine the balance of the school students, especially if this is already a bit wobbly.

Making the right choice at this time of year many children have already made their choice but it's not too late to see if this was done with caution. Here's what to consider to prevent a wrong field of study convoluted abandonment.
a personal choice. In general, it is normal for the family, as well as the teachers of the school to advise the boy on the path which may be more akin to his aspirations, but it is important that the final choice was made by Young and not by others in his place. Similarly, we must discourage the adolescent who chooses to attend the school based solely on what they did to his friends or former classmates. Usually, this happens to young people more insecure and in this case, you need to instill greater confidence in the boy, helping him to focus his strengths and talents that distinguish it and that can only be enhanced by choosing a school career focused.
The first responsibility. Because the boy to assume fully the responsibility of the route that is about to undertake, it is essential to involve also the preliminary part (by registration of the course, until all of the early books). Typically, a teenager grappling with an adventure enjoyable and motivated towards their own choice, is excited to personally take care of these formalities.
A preliminary interview. Even after the pre-registration is important that the young do an inspection of the school they chose, to fix a meeting with the dean or a person that is responsible for the reception and is made to explain exactly what subjects will be addressed not only to first year, but during the whole process leading to a qualification. Often, teenagers are very general idea of \u200b\u200bthe various fields of study, marred by the experiences of older siblings or friends or even making reference to the type. So believe do the scientific means to be very good at math, while choosing institutions only if they love art painting. Be confronted with unknown discipline or taken lightly and one of the factors leading to "leave" over time.
There is time for change. Although the school year has started and the books were purchased, one should not exclude the opportunity to change schools. If the early days, the boy expresses dissatisfaction with the new curriculum, it is important to ask them to evaluate this hypothesis, although a slight loss or a high voltage can be considered normal for a teenager struggling with a new experience.
From the point of view strictly psychological and individual school dropout can be considered a symptom of a wider and more complex personal hardship. Under this point of dropping out of school as a solution to their distress that the individual does not solve the inconvenience and discomfort arising from them, but can lead to a deeper and deeper away from the school and the resources it even with its current limitations, can offer for personal growth. An example of individual hardship that can provide early school leavers is the phenomenon of bullying. How many children faced with bullying, at school, but also outside it, are tempted, try and leave school? The risk is that you
a vicious circle in which the attempt at a solution devised by the boy not only does not solve the problem but tends to stabilize it or make it worse. Context that even if activated with the best intentions, the attempt to bring the kids to school, put in place a range of strategies at both household level and at the level of school (awards, punishments, sermons and reprimands, works by persuasion, support in the study, change of school, etc..) they often fail in their aim. Depending on the problem situations that occur in educational settings should provide for the presence of the figure of the psychologist, both in a preventive intervention that focused on the difficulties in place.
The goal of psychological intervention, is to identify the mode of communication and behavior can "disperse" the vicious circle is created between the individual uncomfortable and ineffective attempts to solve them as early school leaving. Dr. Rosalia
Cipollina

Disconnection Letter Of Telephone

Learning disabilities present at birth in subjects with neurological or sensory disabilities (eg mental retardation, deafness) should be distinguished from disorders that occur during the 'school age, in individuals with adequate cognitive abilities, visual and hearing impairments.
The diagnostic criteria are as follows:
1) significant impairment of skill-specific education (the degree of impairment for less than 3% of the school population); previous developmental disorders (eg, speech delay), associated problems (eg hyperactivity, conduct disorder), clinical manifestations (abnormalities that are not part of normal development), the academic difficulties were resolved quickly with no intervention at home and / or school.
2) The level of learning of the subject must be less than that expected for a child of the same mental age.
3) The impairment must affect the development, must have been present during the early years of schooling and experience more Later in the educational process.
4) There must be no external factors that cause academic difficulties (eg, prolonged absences from school, inadequate education).
THE CHILD WITH LEARNING DISORDERS
problems of children with specific learning disabilities (SLD) (reading, writing, calculation, etc ...) are not due to:
-
disorders of intelligence - emotional or relational problems
- the wrong approach by parents or teachers
- Laziness and unwillingness
THE VARIABLE IN THE DEVELOPMENTAL DISORDERS OF 'LEARNING
- The definition of the severity of the disorder depends on age (for example, is symptomatic of a delay reading equal to grade III in 2 years and a backlog of reading for 2 years in III media)
- The configuration assumes that the disorder may vary with age and education.

DYSLEXIA Dyslexia is characterized by difficulty in learning reading skills in school children (as measured by individually administered standardized tests on accuracy, speed, understanding), not caused by sensory deficits or inadequate schooling. The reading is labored, not expressive and always under an application made for age, general intellectual level appropriate to the age and education. Dyslexia is almost always connected with other problems so that you prefer to speak of dyslexic syndrome, which includes difficulty in writing and reading processes and writing the number and calculation. The normal variations in reading skills are different from dyslexia, which can be diagnosed only if the subject were given adequate educational opportunities and cultural, if his IQ is in the middle and if it has no sensory deficits that can alone explain the problems reading.
INDICATORS OF DYSLEXIA
The school child:
- acquired late normal language skills - mispronounces a few words, letters or letter groups - confuses indications of direction (eg over / under, inside / outside) - stumbles, bangs, falls over - and may be quick thinking and action - have difficulty learning nursery rhymes - has difficulty with the "sequences" (eg orderly succession of colored beads)
The child up to 9 years:
- have difficulty learning to read and write - changes continuously numbers and letters (eg. "15" "51", "b" with "d" ) - the effort to learn the alphabet, multiplication tables and sequences of names, like the days of the week and months of the year - is inattentive and poor concentration - can not easily tie his shoe to hit the ball, bounced
The child from 9 to 12 years:
- persists in the errors in reading and / or has a poor understanding of the content - or fails to reverse letters and words in reading and writing - to make writing assignments takes longer than the average - is disorganized in school and at home - has difficulty copying from the blackboard or in the text - she had feelings of lack of confidence in himself and in his ability - find it difficult to learn foreign languages \u200b\u200b
DIFFERENTIAL DIAGNOSIS AND
'clinically important to discriminate between disorders evolution of specific academic skills that arise in the absence of clinically diagnosable neurological conditions and those that are secondary to some neurological condition such as cerebral palsy. The specific disorders of scholastic skills are included within those affected by psychological development (eg the specific disorders of language, motor function). The differential diagnosis includes:
- Changes in school performance within the limits (lower) of standard
- academic difficulties due to lack of opportunity, poor education, cultural factors
- learning difficulties arising from poor eyesight or hearing, to unless the learning difficulties are in excess of what is usually associated with these deficits
- mental retardation, except those cases with level of learning (reading, writing, or calculation) significantly below the level expected on the basis of education and degree of mental retardation
-Pervasive Developmental Disorders, unless the school level is significantly lower than expected on the basis of education and intellectual functioning.
reading disorder
The specific reading disorder that involves the child is:
- unable to achieve the levels expected with regard to the accuracy, speed or comprehension
- lead to distortions, substitutions or omissions in reading aloud , both slow and make mistakes in understanding both the reading aloud and reading silently.
The nature of the problem depends on the expected level of reading, the type of language and writing system. In the early stages of learning to read and write a kind of alphabet, there can be difficulty in reciting the alphabet, recognize the letters correctly, to provide simple rhymes to analyze or categorize certain words and sounds. As a result, there may be errors in reading aloud, consisting of:
a) omissions, substitutions, distortions or additions of words or parts of words;
b) slowness of reading;
c) false starts, long hesitation or loss of position in the text and style is not accurate;
d) inversion of words in sentences or letters within words.
deficits in reading comprehension may also be highlighted by:
a) an inability to remember things read;
b) an inability to draw conclusions or inferences from material read;
c) use of general knowledge rather than information derived from reading in answering questions about what they read.
specific reading retardation, developmental dyslexia, the difficulty of spelling associated with a reading disorder are factors included in the specific disorder of reading while they are excluded: the 'acquired alexia and dyslexia, reading difficulties acquired, secondary to emotional disturbance and the disturbance of the spelling is not associated with reading difficulties.
DISORDER SPECIFIC TO WRITE O dysorthography
In addition to reading difficulties dyslexic children almost always committed to writing spelling mistakes, make mistakes in reading or writing numbers and performing mental calculations and written, sometimes written with a calligraphy incomprehensible. In this sense, it is called "dyslexic syndrome" which includes a constellation of disorders that affect as well as reading, writing and mathematics also (dyslexia, dysorthography, dyscalculia, dysgraphia).
In terms of models of mental functioning, these disorders should be kept distinct, as you can see cases, even among children, which are selectively one of these difficulty, shown to be free in the other tasks. The dysorthography which significant impairment in the development of writing skills spelling takes into account only the transcription process, namely:
- the noise of the components of phonological processing (errors and omissions in the choice of phonemes)
- the noise component in the process of spelling (errors in the words homophonic).
The most frequent errors that the child does dysorthography in reading and writing are:
- inability to distinguish letters very similar to the form ('m' and 'n', 'b' and 'd', 'p' and ' q ') or sound (' d 'and' t ',' b ' and 'p');
- reversal of letters ('id' to 'of', 'lad' for 'from');
- omission of letters or syllables within a word ('gifts' for 'tomorrow' )
- replacing whole words in a trial ('auto' instead of 'air');
- no double;
- free composition in the text is short, poor vocabulary, the composition of words in inappropriate phrases and punctuation lacking.
DISORDER SPECIFIC SKILLS OF ARITHMETIC
The disorder involves a specific impairment in arithmetical skills is not only explicable on the basis of mental retardation or global education inadequate education. The deficit concerns the mastery of basic computing skills (addition, subtraction, multiplication and division, rather than the more abstract math skills involved in algebra, trigonometry or geometry).
The arithmetic performance of children (assessed using a standardized arithmetic test administered individually) must be significantly below the expected level according to his age, his general intellectual level and his schooling. The difficulties in arithmetic should not be primarily due to an inadequate education or the direct effects of visual impairment, hearing or neurological disease and should not be acquired as a result of neurological, psychiatric or otherwise. In contrast with what happens to many children with reading disorders, children with specific disorder of arithmetic skills tend to have auditory-perceptual and verbal skills in standard while visuopercettive and visuospatial abilities are compromised. The arithmetic problems that may occur are varied, including: an inability to understand the basic concepts of special arithmetic operations, a lack of understanding of mathematical terms or signs, the lack of recognition of numerals, and the difficulties in implementing the standard arithmetic manipulations, the difficulty of understanding what data are relevant to the problem arithmetic test and the difficulty of properly aligning the numbers or symbols or decimal place during calculations, the defect spatial organization of arithmetical calculations, the inability to satisfactorily learn the multiplication tables.
developmental arithmetic disorder, developmental Gerstmann's syndrome, the 'acalculia evolutionary factors are included in the specific disorder of arithmetic skills while they are excluded: the arithmetic difficulties associated with a reading disorder or spelling, arithmetic difficulties mainly due to an education Inadequate acquired arithmetic disorder. Dr. Rosalia
Cipollina

taken from DSM-IV Diag and Statistical Manual, American Psychiatric Association, 1995 / ICD-10 International Classification of Diseases, WHO, 1992

Period Due Instead Clear Discharge

"DIARY OF SCHOOL OF PROBLEMS OF THE REPORT CARD ONLINE Pennac

From "Journal of School" by Daniel Pennac published by Feltrinelli
... .. there was a correlation between a class and an orchestra.
"Every student playing an instrument, there is nothing to be done. The hard thing is to know our music and find harmony. A good class is not a regiment marching in step, is an orchestra playing the same symphony. And if you've inherited the small triangle that can do just tin tin, or the harp that makes only bloing bloing, the important thing is that they do at the right time, as well as possible, to become a great triangle, a perfect harp, and are proud of the quality that gives their contribution to the collection. Since the pleasure of harmony makes them all move forward, eventually the small triangle will know the music, maybe not so brilliant as the first violin, but know the same music.
The problem is that they want us to believe that the world count only the first violins. And some colleagues believe that the Karajan not stand having to conduct the town band. They dream of all the Berlin Philharmonic, is understandable. ... "For
prof. Lack of courses ignorance !......... your primary quality should be the ability to imagine the condition of the man who ignores everything that you know. I dream of a qualifying examination in which the candidate is asked to remember a failure at school and try to understand what happened to him that year. Accuse the professor, is a trick that I know ... .... You should ask the candidate to dig deeper, to really try to understand why this year has been beached. To look within themselves, about whether, in his head, his heart in his body, in its neurons, in his hormones, to search everywhere. And remember also fared! The instruments used! The famous resources!
... you should ask the candidates Professors of the reasons why we are dedicated to this area rather than another ... ... .. In short it is necessary that those who claim to teach have a clear vision of their school career. Try again a little that their state of ignorance if they have a slight chance of tirarcene out

Witty Invitation Wording -birthday

will not go into the merits of possible difficulties "technology" due to report cards on the Internet due to a not yet complete literacy Italian families, but I dwell on another type of issues
First communicative and relational problems of school-family. Currently, communication and relationship between school and family is definitely insufficient, incomplete not to mention often problematic. If the report online that can help improve communication and relationship considering it a moment of acknowledgment "bureaucratic and virtual" followed by an immediate and subsequent acknowledgment and real relationship between school and family well-being. If, however, risks becoming a "fast information" to be updated on the school, more and more comfortable for parents ultraimpegnati, could be an additional factor of loosening between school and family.
The other problem is related to communication and relationship between student and family. A possible risk of online report card could come from better skills web and computer technology by students. The latter in the face of unsatisfactory academic performance, could not differ more than the vision of the best times to report, could be tempted by the possible "tampering" of the report cards online. And instead the report online, like the traditional one, is to become when you ask students to try to understand what happened to him, beyond the obvious answer to blame the teachers. You should ask the student to dig deeper, to really try to understand by looking within themselves, about whether, in his head, his heart in his body to look everywhere. And try to pull their resources to reverse the subsequent evaluation report.
Finally, any reform of the report cards must be placed in a broader context of school-family interchange, also differentiated by the degree of education (primary, secondary).

Dr. Rosalia Cipollina