Abstract: This article explores the multifaceted nature of learning difficulties, focusing on their theoretical basis, diagnostic methodologies, and effective educational interventions. With an emphasis on disorders such as dyslexia, dysgraphia, and dyscalculia, the discussion highlights the critical role of integrating neurobiological, cognitive, and educational research to enhance understanding and treatment strategies. The article argues for a multidisciplinary approach in educational settings to ensure early diagnosis and tailored interventions, emphasizing the importance of creating supportive learning environments that adapt to diverse learning needs. This comprehensive overview provides educators, policymakers, and educational researchers with insights into the complexities of learning difficulties and the imperative for evidence-based practices and policies in education.
Keywords: Learning difficulties, dyslexia, educational interventions, neurobiological factors, dysgraphia, dyscalculia, diagnostic strategies, inclusive education, multisensory learning, evidence-based practices.
Title: Learning Difficulties: Theoretical Framework and Didactic Guidelines for Students of Education Sciences
Author: Javier de la Hoz-Ruíz, Maria del Carmen Flores Piñero, Javier Mula Falcón
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
Vol. 12, Issue 2, April 2024 - June 2024
Page No: 195-197
Research Publish Journals
Website: www.researchpublish.com
Published Date: 01-June-2024
