I can succeed, too!
This handbook is intended for parents, educators, teachers and children who, in the education system, are also called the children with developmental problems or the children with specific learning difficulties. It is important to distinguish between the children with developmental problems and those with specific learning difficulties, although these categories may overlap.
The former group had difficulties manifest in their infancy, while the latter had them emerging with the start of formal education. The experience of work with this population of children enables the conclusion that there is something much more important for a child’s achievement, and it is the attitude of the child’s milieu. Most often it is the denial of this type of problems existence. It is a fact that these are not neglected children, a product of negligent milieu, and more importantly, their intelligence is intact.
Frequent parents’ and teachers’ commentaries about the child like ‘if he were more persistent’, ‘she can, but she won’t’ or ‘he’s lazy’ result from ignorance, non-understanding and non-acceptance.
In most cases the difficulties are only superficially understood and co-operation between the persons around the child, e.g. parents, teachers, psychologists, doctors, is often scarce. That is why at the very beginning of formal education the child’s interest wanes, motivation for learning and intellectual curiosity fades away and the child becomes ‘a difficult child’.
Every child can achieve more with more creative, more efficient and more meaningful methods. S/he can learn how to think better, how to memorize better, become aware of how to learn what is required, how to recognise it and how to compensate for less developed skills. With the big support from parents, teachers and continuous work of professionals, the child will achieve better results.