Learning Differences and Specific Learning Disabilities: A Neurocognitive and Educational Analysis

Abstract

Introduction: learning differences and specific learning disabilities (SLD), particularly dyslexia, dyscalculia, dysgraphia, and dyspraxia, are highly relevant conditions in the educational field, as they significantly affect students' learning processes.

Objective: to examine the characteristics and neurobiological and educational bases of SLD.

Development: the genetic and neurological bases underlying each of the aforementioned disorders are explored, identifying specific brain areas and associated dysfunctions. A clear distinction is made between temporary learning difficulties and disorders of neurobiological origin, emphasizing that SLD are not indicators of an individual's intelligence. Evidence-based educational frameworks and support strategies are detailed, such as multisensory teaching, Universal Design for Learning (UDL), differentiated instruction, and the integration of assistive technologies. These strategies are essential for providing an inclusive educational environment that responds to the specific needs of each student. The emotional and social impact of SLD is also addressed, highlighting how these conditions can lead to problems such as low self-esteem, anxiety, and lack of motivation in students. Therefore, the need for holistic support that addresses both academic and emotional challenges is underscored.

Conclusions: early identification and the implementation of an inclusive educational environment are fundamental pillars for maximizing the potential of each student with SLD. It is essential to adopt a comprehensive approach that not only focuses on academic difficulties but also considers students' emotional and social well-being. Doing so fosters their comprehensive development and provides them with the necessary tools to address their learning challenges.