Traduction de «Chemin d'apprentissage » (Français → Anglais) :

self-pacing [ self-pacing process | self-pacing of learning ]

Definition: Disorders in which the normal patterns of skill acquisition are disturbed from the early stages of development. This is not simply a consequence of a lack of opportunity to learn, it is not solely a result of mental retardation, and it is not due to any form of acquired brain trauma or disease.

Knowledge acquisition disability NOS Learning:disability NOS | disorder NOS

Definition: A disorder characterized by impairment of memory, learning difficulties, and reduced ability to concentrate on a task for more than brief periods. There is often a marked feeling of mental fatigue when mental tasks are attempted, and new learning is found to be subjectively difficult even when objectively successful. None of these symptoms is so severe that a diagnosis of either dementia (F00-F03) or delirium (F05.-) can be made. This diagnosis should be made only in association with a specified physical disorder, and should not be made in the presence of any of the mental or behavioural disorders classified to F10-F99. The d ...[+++]isorder may precede, accompany, or follow a wide variety of infections and physical disorders, both cerebral and systemic, but direct evidence of cerebral involvement is not necessarily present. It can be differentiated from postencephalitic syndrome (F07.1) and postconcussional syndrome (F07.2) by its different etiology, more restricted range of generally milder symptoms, and usually shorter duration.

learning complications | learning delays | learning difficulties | learning difficulty

community-based learning | CBL [Abbr.]

classroom learning [ c-learning | traditional classroom learning | conventional learning | traditional learning | instructor-led learning | bricks-and-mortar learning | onground learning ]

action learning | active learning

We urge you to demonstrate the same leadership and vision you have during the past few years by: ensuring that all teachers receive training on children with special needs before graduating from teacher preparation programs; making it mandatory that every Canadian child who falls behind by one year receives an assessment by a psychologist or educational psychologist; providing young offenders who have learning disabilities with targeted programs and support needed to help put a stop to criminal behaviour; supporting families who need to hire tutors, send their children to remedial classes or buy specialized software for their children ...[+++]; investing in research to help identify environmental contaminants that affect neurological development of the fetus and the young infant; encouraging Finance Canada to work with the Learning Disabilities Association of Canada to clarify and improve the disability tax credit guidelines where learning disabilities are involved.

This year, my report aims to measure the distance between the road that has been travelled and how far we have left to go with regard to three components: the learning of the official languages, the quality of services provided by federal institutions and the organization of the Vancouver 2010 Olympic and Paralympic Winter Games.

This initiative, which is linked to the national early learning and child care system that the Government of Canada has committed to build, would provide a natural progression from early learning and child care to K-12 education.

This is a part of the learning and maturing process.