Special Needs and Inclusive Education, Doctoral thesis

This book researches learning difficulties and special education needs in young children and adolescents and how to overcome them.

Dyslexia, dysgraphia, attention deficit hyperactivity disorder or autism spectrum disorder are the most typical types of neurodiversity.

Most of these children are of normal above-average intelligence but without help, they find studying at school extremely difficult, unlike their neurotypical peers. Some disorders are innate, some are gained due to traumas, or sicknesses.

Sometimes healthy children get disorders like depression, anxiety or obsessive-compulsive disorder due to natural disasters or wars.

Moreover, growing up in a poor or dysfunctional family, or not very good neighborhood also might cause psychological problems and a lack of motivation to study.

Social disintegration also often leads to psychosomatic diseases: neurosis, hypertension, high blood pressure, headaches, etc. The earlier the treatment is started, the more effective it is.

In the upbringing of children, family and school play a huge and vital role.

The effectiveness of educational work directly depends on how closely parents and teachers interact with each other.

Full cooperation between the school and parents can form a highly moral, cultural, creative, and socially mature personality. The book also researches learning strategies to facilitate the active learning process and how remedial teachers should instruct their students to learn and use the learned skills to do different tasks and succeed.

For students with learning difficulties success requires a focus on individual achievement, progress, and learning.

Therefore, each struggling student needs specific, directed, individualized and intensive remedial instruction.