Joves en risc d'exclusió i currículum de llengua : un model per al desenvolupament d'habitats de pensament i estratègies d'aprenentatge

This article is a summary and commentary of a research whose objective is to improve the educative practice in the learning field with young disadvantaged students who come from academic failure. The investigation’s main objective is to design a curricular model which is suitable to work in the language area with students who have serious deficiencies in this field. In order to accomplish such an objective, the authors have carried out an approximation to the concepts of intelligence, learning and curriculum, which has become the theoretical basis of the designed model. After revising the current educative legislation and the current state of the educative reform, to contrast the model’s adequacy in its future applications in secondary and adult teaching, young students with learning deficiencies are dealt with. The designed model focuses on the role of cognitive skills in the understanding of academic information. Thus, along with the usual aspects of the language area, the authors propose a training process of cognitive skills that take place in it, through the Instrumental Enrichment Program, the Harvard Intelligence Project and the Learning Potential Assessment Device. Finally, an empirical analysis is carried out to test the proposed model’s efficiency. The outcome shows significant improvement in General Intelligence, Verbal Intelligence and academic knowledge about the Spanish language.