Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Learning strategies are a set of cognitive actions that are taken consciously, if we relate information in a meaningful way, knowledge will be easily remembered. For this to happen, first information will be processed and then action is taken.  Beginning from the subject to the problem. Likewise, these learning strategies are intentional processes that a student uses to  acquire, relate, process, retain, retrieve and regulate the information, in order for learning to be effective. That is, students use a learning strategy when they are able to adjust their behavior (what they think and do) to the demands of an activity or task given by the teacher and to the circumstances and vicissitudes in which this task occurs. When students employ a strategy they are, at all times, aware of their purposes but whenever they move away from them, they are able to reorient and regulate his actions. Learning strategies serve to improve the quality of student performance, but suchstrategies are based on some conception of learning. Self-regulation is simply becoming aware of the process of our own learning, using strategies that help achieving that learning. This is a subject that concerns both students and teachers, since the tools they have for it are often not adequate or sufficient. Self-regulation of learning shows that the student is an active agent, who pays attention, in a metacognitive, motivational and behavioral way, to the promotion of their own academic achievement. Two constructs are always present at the base of these theories: metacognition and motivation. 

In Peru, there is around 1.5 million people with disabilities. But, according to the information from the World Health Organization (WHO), they are about 4.5 million people. Most of them, unfortunately, face a series of barriers to participate in social life, both behavioral and physical environment, which makes this group one of the most discriminated and excluded in our country. Unfortunately, in the current situation of the country, children with disabilities can not fully access education, either due to there is not the necessary infrastructure in educational centers, or due to the methodology of the schools and/or universities does not respond to their particular needs.

A descriptive and comparative study is conducted in order to compare the self-esteem and social skills in adolescents with mathematical talent according to their sex. The participants were 16 men and 13 women, between the ages of 12 and 16 years old, living in Lima and coming from the capital and provinces. The Self-Esteem Inventory (SEI) to children and adolescents by Coopersmith and the List of Checkup of Social Abilities by Goldstein were used as instruments. The results in general, show low levels of self-esteem and average level of social skills in men and women. Women present higher expectations in the terms of study and they are more satisfied with their performance in mathematic. Also, they have skills  developed in the defend of their rights, negotiate, avoid physical and/or verbal fights. As well as to establish goals, solve problems according to the importance, take decisions and the skills of focus in a task.

Considering the high incidence of leukemia in children, this paper proposes the performance lines to an adequate psychopedagogical intervention. First, we proposed detect the real necessities that come from the disease in the different areas ofthe person. Based on that, the topics to be taken into consideration are shown in an intervention from the person-centered model, which analyses professionals, services and the involved resources.

The globalization in the 20th and 21th centuries permitted the expansion on science, technology and computer technology and, thus, the growth of communications on Internet. But the inappropriate use by adolescents and young students could cause diseases in their musculoskeletal system as the cervicalgia, tendinitis and others, which should receive treatment, in parallel with a guidance and control from the parents and teachers of the appropriate Internet usage. 

Dyslexia is one of the main factors for which a child abandon school. A 5% of children between 7 and 9 years old, suffer from dyslexia, in addition, this means that each teacher has at least one child who struggle without support for accessto learning. This disorder affects directly to the reading, writing and speaking learning, but it also has emotional and conductual consequences which can lead into frustration and social adaptation problems. Because of these causes, it is tooimportant that teachers have resources and tools for detecting the disorder and helping to children, providing not only a way for accessing to learning unless enjoying of the process.

The child with cancer that, as a result of the hospitalization, has been suddenly forced to abandon his home, his province, their customs; that has experienced family separation due to the schedules of the health center; that is opposite to medical procedures necessary for its treatment, where you will experience pain and generalized discomfort; shall, inevitably, high levels of stress and anxiety, symptoms of psychological and behavioral clear that will produce the blockade of important processes at cerebral level, preventing the regular learning. However, are identified substantial factors that produce this blockade, so as to put in place mechanisms adapted to teaching and activate the learning process in hospitalized children with cancer.

In this essay, it is made a reflection about reading and writing processes, and the practices which are part of school. In this regard, these processes are defined as cusp ( vertices), an adapted term from Applied Behavior Analysis (ABA), which is used for showing behaviors that have important consequences and with a more far-reaching for subsequent stages of child development (Rosales - Ruiz and Baer 1997) by virtue of appropriate from reading and writing, breaks through to the apprentice for several and new skills for being more connected with the environment, and at the same time, one more active participation within its school, familiar and social context. Learning will happen always if this is developed in the framework of some practices and contextualized appropriate activities considering as north, the quadruple valence of reading and writing which enables: learning more about the written language, more topics due to the written language, reducing or avoiding the existence of certain problematic behaviors, barriers which prevent a full participation of the individual in its environment and/or with its culture.

One of the goals of the parents and educators look and want for the next generations is to educate them for the happiness and moreover in this age in which the technology and the science have displacing the human being; relegating the family, the religion, the values and feelings for criteria of functionality and profitability. We are attending an increasing number of children who scarcely can experience positive, such emotions as the curiosity, the interest or the happiness.Educating for the happiness is to prepare future generations for the future, that does not mean to give them all easily or make them people capricious or without limits. The educator must orient his work by educating for the true happiness and that means, to bring the students to the goodness, the high and dignified values so that they can develop with autonomy and initiative and to be able to decide their own project of life, trying to get the best out of the students, guiding into the right direction of life.  The present article expects to give a general vision of some contributions that the positive psychology, it realizes to the education in order to help with the teachers  to educate for the happiness. The happiness is learned at home and is reinforced in the school; for it, the Pope Francisco says to us what the family is, the place where the happiness is forged by means of the harmony between its members because really they love each other. He advises three words: pardon, thank you and pardon.

If we mention the inclusive education, it is necessary to remark a topic of interest in the work of quality to the children with SNE: teachers’ attitude. Attitude defined as the stance adopted when one deal with this new challenge full of mixedfeelings in favour or against, emotions, beliefs, perceptions, but mainly a projected vision to the achievement of the expected learnings. This paper approach the dimensions that help to develop an effective inclusion from regular classroom. The elements that influence in the teacher’s attitude could limit their labor or contribute to improving their practices; namely: teaching experience, initial and continuous training, typical characteristics of students with SNE, support resources.There is an urgent need to generate a culture open to the diversity in the context of an educational policy that assure the equity and quality to respond the heterogeneity.