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Volume 1, Issue 156 (4-2019)                   Exceptional Education 1398, __(156): 17-28 | Back to browse issues page

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karimi H, sabori G. Early interventions for slow learner in preschool course. Exceptional Education. 2019; 1 (156) :17-28
URL: http://exceptionaleducation.ir/article-1-1276-en.html
1- Education , hassankarimi160@ut.ac.ir
2- Education
Abstract:   (1341 Views)

All people in a community, especially students, do not have equal learning power at different ages and periods of study. It is clear that working with slow-moving students should be distant from negative attitudes and bias. This attitude must be created in the educational community and the family, that slow learners are members of the ordinary society. In other words, if a slow learner child does not have a proper education in the educational system and finally, with exceptional labels, they enter specialized centers, indicating the inadequacy of the educational method. Slow Learner children start their primary school compared to their middle aged peers in terms of knowing words, math skills, writing, and recognizing letters. If early interventions are not provided to them at a time, they will be provided with a variety of crises. Early intervention is one of the concepts that have entered the field of psychology and education of children with special needs in recent years. Early intervention is not only useful for the treatment of people with disabilities, but also for all students with some degree of educational weakness. These interventions, which include enhancing physical-motor skills, socializing skills, achieving values, gaining intellectual competence, learning language systems, preparing reading, writing and computing, aesthetics, and self-empowerment, have a great impact on improving these novices. The only hope is that educators, advisers, and psychologists will be using information, new theories and techniques with the help of students, teachers and parents

Full-Text [PDF 327 kb]   (55 Downloads)    
Type of Study: Review Article | Subject: توان بخشي
Received: 2018/Jan/Mon | Revised: 2019/Dec/Sun | Accepted: 2019/Mar/Sun | Published: 2019/Dec/Sun | ePublished: 2019/Dec/Sun

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