Traduction de «découvrir que l'apprentissage » (Français → Anglais) :

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.

Explore Canada, Explore a New World

Knowledge acquisition disability NOS Learning:disability NOS | disorder NOS

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.

provide training on e-learning | train the e-trainer

learning complications | learning delays | learning difficulties | learning difficulty

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

learning management systems | LMS

online learning | on-line learning | virtual learning | e-learning | cyberlearning | tele-learning | distance learning

They specify their need to discover and develop reasons for their own learning and recognise that developments should arise from co-operation between teachers and students.

5. Stresses the need to provide a rights-based and gender-sensitive learning environment for all learners, both in terms of curriculum and pedagogy, in which children (girls in particular) can learn about their rights and experience democratic processes in schools and in informal learning environments; considers that this type of learning should pay special attention to gender equality, non-discrimination and European citizenship;

Thus in Quebec, it has long been believed and stated loud and clear that the licensed day care network gives young children enriching experiences, that good quality day care complements parental caregiving and in some cases, improves and perfects it; that through play and learning about daily life, day care services allow children to discover themselves and others and prepare them, step by step, for school and the world at large.

Opening up Education addresses this by helping national administrations, educational institutions, teachers, learners and stakeholders better coordinate their action and discover new ways of working and learning.