Under the “Teachers Without Borders” project, and as part of efforts to develop teaching practices applied in classrooms—while focusing on meeting the diverse needs of students—the Latin Patriarchate School in Aboud hosted yesterday the first session for teachers with learning difficulties expert, Ms. Kfaya Baydoun. The training will continue over two days.
The session addressed several topics, all contributing to the main goal of enhancing teachers’ awareness of how to distinguish between learning difficulties, learning disabilities, and slow learning. The following key points were discussed:
Understanding the terminology and the main differences between learning difficulties, learning disabilities, developmental/cognitive learning disorders, and slow learning.
Identifying indicators of learning difficulties or disabilities, including signs of dyslexia, dysgraphia, visual/auditory/motor-perceptual challenges, and strengths that can be utilized, as well as signs of slow learning in various school subjects.
Recognizing indicators of hyperactivity and inattention among students, exploring the biological and psychological causes behind them, and understanding the challenges these children face.
Practical strategies that teachers can apply to support students according to their individual needs and to develop teaching approaches that help overcome these challenges.
Through such initiatives, we continue to empower our teachers to effectively address diversity in the classroom, thereby improving the quality of education provided to our students.
