COMPARISON BETWEEN TRADITIONAL MODELS AND ACTIVE METHODOLOGIES IN TEACHING CHILDREN WITH LEARNING DIFFICULTIES

Abstract

This article presents a comparative analysis between the traditional teaching model and active methodologies in the education of children with learning difficulties. The traditional model, focused on content transmission and standardized evaluation, shows significant limitations in addressing the diversity of learning rhythms and styles. In contrast, active methodologies, based on constructivist and socio-interactionist principles, promote student protagonism, foster socio-emotional development, and broaden inclusion opportunities. The discussion highlights that a balanced combination of traditional teaching elements and active methodologies may be the most effective path to ensure inclusive, meaningful, and transformative education.