摘要：AbstractIn this study, we intend to analyse the issue concerning the specificity of the development of the children with learning difficulties. The objectives aimed to identify the methods and instruments for developing the metacognitive skills at children with learning difficulties, to stimulate the mental operations of these children and to involve the non-cognitive factors in learning activities, to involve self-reflection, as a premise for the development of metacognition, to test the abilities of self- knowledge, self-analysis, self-appreciation and self-evaluation of the students with learning difficulties. The methods used were based on constructivist approaches, which lay special stress on the students’ construction of learning. The results obtained highlighted the improvement of school results of the students from the experimental group, in comparison with those from the control group.
