Special Needs School & Work

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Special Needs School & Work


Pedagogical individualized action in school and working life.

In schools, employment offices, social services, vocational work rehabilitation and in working life, many teachers, educators, principals, advisers, administrators, officials, treatment professionals and executives, sometimes experience an especially stressful task in how to deal with people with a certain type of learning or adjustment difficulties.They often need pedagogical measures in an individualized special-needs education program for a different learning style (as in this normal type of adjustment difficulties):
The overall assessment is usually in a summary; that the offending individual is a completely average gifted or even high above the average person, who with good educational inspiration and guidance, should be able to hold a job or cope with an educational situation and should not really have any difficulty in achieving learning objectives in school (if the school situation is well adapted to her circumstances and taking into account among other the Education Act ( In Sweden The Law of School 2010:800) for a single rating criteria and levels). Current individuals have probably also good talent for sometimes directorships, managerial positions in the labor market or for higher studies in education. Their overall talent is so high that in the absence of stimulating tasks in their sometimes highly specialized areas of interest, they might be perceived as distracted, restless or unmotivated (current individual may also feel under stimulated).

The psychological and socio-medical investigation shows that the offending individual's pragmatic ability to obtain and transmit information, to express their expressive talents, desires and needs and to use language as a thinking tool can sometimes change slightly. One notes very light and almost virtually invisible learning difficulties of what is sometimes called adjustment difficulties, general learning difficulties, social phobia, a high-functioning autism spectrum condition, or ADHD and Asperger. The individual may at times experience an uncertainty in the ability to get together and linguistically communicate information to a coherent whole, sometimes exhibit a slightly more fragmented, is believed to owe or naive world view and a slightly uneven talent development that may need to be monitored if it is not natural ripening or compensated by periodically adjusted extra support, training or regular education. The cultivation of words and articulation in terms of more complex words with a relative importance, categorization and abstract concepts, similarities, position-dependent words, world experiences, etc. sometimes need to be trained and further explained in smaller discussion groups.
Current individual may have particular difficulty with tasks that require a prior knowledge of visuospatial sharpness or overview, or have extra hard and perform slowly (sometimes a bit obsessive) in the decoding of various new tasks and contexts. Current individual parts herewith a learning style or perceptual way, with many other people, which in summary means that she can sometimes suffer difficulties to see the forest for the trees, or perceive that a queue is something that is formed by many people in a row. When information is presented in a wrong way or become adapted problematized and misunderstood as a difficulty, could it be put into a perceiving of her as a recipient of the information, suffering from a kind of misunderstanding, concentration or attention failure.

Metaphorical (symbolic) reasoning, similarities and classifications can be applied if they pose formidable distractions and set a direct obstacle to the overall understanding rather than the reverse. Current individuals (who otherwise may have an over-average good vocabulary) can in this context have to training themselves up to understand how the insight moment, insights and wholes are built up gradually rather incomprehensible but completely mathematically or time sequential lawful, and suddenly revealing a meaningful context that things depicted in the subtest VGA or such as a Gudoku solution (one letter variant of Sudoku) does. In Gudoku meaningless letter strings in the latter part of the task creates a meaningful cross word or context that people with this learning style has particularly difficulties to understand an underlying logic in. Transparency needs to be specially trained and know-how content can sometimes be conveyed in a direct inverse form of the learning style. That is you will first need to know that there is something we call the forest or queues, which consists of a bunch of trees and many people, etc...

Words and conceptual understanding need to be trained by the individual in smaller and safer working groups where you can try to use advanced concepts and specialized terms in different contexts and have a positive response on this. Currently individuals can read and write quite slow and choppy. Print speed is often too low and the reading speed also needs to be improved. The understanding of reading, reading speed and retelling can be trained further by playful readings and various forms of articulation training in smaller groups. The individual may also need to train her ability to read and write extra by example hand-writing exercises, drawing, reading newspapers, etc. Motivation, concentration and focus may also need training, especially in terms of material that was first perceived or interpreted as pure non-sense. Shyness and a perhaps too seriously attitude towards language exercises can be played down with elements of self-distance, playing, singing, dancing, humor and theatrical elements (in smaller and more secure settings). Significant instructions and information in general may, in addition to an oral presentation, should be demonstrated more in visual images and in writing a progressive breakdown of transparent examples and moments.

Current individual's visuospatial difficulties can more rarely indicate the presence of related problems such as a so-called specific visuospatial dyscalculia, primarily in mathematics (if such performance is below what one should reasonably expect). The problem is in that case that the individual may have a persistent incapacity with the mathematical overview so that she will have difficulties, for example, to put decimal points in the right places, can’t read or correctly reproduce tables, clocks, maps, diagrams, etc. This makes it difficult in adulthood often opportunities for good financial planning, jeopardize the understanding of geometric shapes, time, schedule planning and has the consequence that the victim becomes more uncertain and makes counting errors in basic addition, subtraction, multiplication and division. In other subject areas and other parts of life owe you such a disability to other annoyance in ways that she may have difficulty in changing money, solve theoretical and practical information in the driving test, perform declaration duties, finding the way in a foreign city or going to get lost on a walk, etc. Inability to strategic planning and visualization of images in thinking can in addition hamper the acquisition of other subject fields and become a debilitating factor of self-confidence, self respect, perseverance and motivation.

Education and any oral examinations in mathematics should refer to the reasoning and conceptual development rather than a mechanical learning. Abstraction levels should be adjusted to the current individual's circumstances, including that sufficient time should be given and a review should be made of the basic concepts and a simultaneous strengthening of confidence and compensatory strategies in order to assimilate the subject (for example, presents a strong provision of technical aids, tables, modeling techniques and answers, so that performance and results may be equivalent to the individual's high talent potential otherwise).

Occasionally actual individuals need psychology counseling and some extra support in understanding social relationships and context. They have to get extra cognitive strategies to deal with performance requirements, concentration problems and manifestations of temperament. The approach to the individual should be in every situation non-polarizing, but pioneering, Ego- strengthening, following, encouraging and introductory. Praise, role-modeling, motivation, joy, curiosity, enthusiasm and guidance are statements that should permeate the action inserts. Duties, reporting, examination and different training elements should be regularly exercised in a peaceful, stress free and structured environment. Work leading staff and other resource persons (e.g. administrators or teachers in the school) should be offered continuous professional supervision. Ambient confidence, attitudes to and knowledge of the individual's special talents, needs and shortcomings - its nature, course and causes - directly critical to her success both in school and at work.
Torbjorn K.A. Eliazon
Licensed Psychologist, MSc Psychology,
BSc/BA Social Work & Administration

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