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Uruguayan Medical Journal

ISSN: 1688-0390

Vol.17 - Nº 3 - Dic. 2001

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Students, teachers and learning

Rev Med Urug 2001; 17: 171-179
Full text (spanish) |  Full text (spanish) (New windows, pdf) | Abstract


An interdisciplinary team composed by high-school teachers and psychiatrists specialized in children and adolescents has been working in a mental health prevention program during two years in a Montevidean secondary school in order to analyze pupils with diverse difficulties. It aimed at supporting pupils' learning processes and subsequently to beat their own achievements. Specific learning strategies were designed for each particular situation.

We started with an operative definition of learning as an essential process of human development allowing individuals to know, exercise and broad their abilities that lead to empowerment, self-respect and increase democratic and social communication in the short and the long term.

Our findings were as follow: a) twelve percent (12%) of the studied pupils required special care b) there was a parity of sexes c) the distribution of problems was headed by affective problems (32%), followed by intellectual (26%); sensorial (17%); neurological (13%); and behavioral (4%) problems d) morbidity was high.

In conclusion: a) all learning difficulties had a problematic line base that needs to be studied and targeted, b) if is not the case, a series of misunderstandings may provoke iatrogenic situations more difficult to manage and solve, c) the normal learning process can be blocked affecting the particular pupil, teachers in question and the whole class, d) curricular life becomes negative in terms of relational, labour, and vital experience which confirms what expressed bellow and promote sorrow.