ATTENTION TO SCHOOL LEARNING DIFFICULTIES IN ANGOLA: INTERVENTION STRATEGIES

Abstract

The lack of uniformity in the profiles of students with Specific Learning Difficulties (SLD) hinders the process of intervention and pedagogical re-education, thus transforming the teaching and learning practice into a permanent challenge for all involved. In order to contribute to the understanding of this theme widely discussed by theorists and researchers in the academic world, we present the definition and characterization of each area of ​​difficulty, the pedagogical intervention strategies and the teaching and learning models that are significant for the development of skills and competencies required in the teaching and learning context. The focus of the research is the recovery of students with learning difficulties, since this is one of the issues that cause low academic performance and consequently school dropout, which favors low intellectual, sociocultural and economic development.