NEUROPSYCHOPEDAGOGY IN THE EARLY IDENTIFICATION OF LEARNING DIFFICULTIES: INTERVENTION STRATEGIES IN THE SCHOOL CONTEXT
DOI:
https://doi.org/10.63330/sasciencesv6n2-137Keywords:
Intervention, Learning, Learning difficulties, Neuropsychopedagogy, School contextAbstract
Neuropsychopedagogy is an interdisciplinary field focused on understanding the cognitive processes involved in learning and provides important contributions to the early identification of difficulties manifested in the school context. This study aims to analyze the role of neuropsychopedagogy in identifying signs related to learning difficulties and to discuss intervention strategies that may promote students' academic development. This is a qualitative bibliographic study based on the analysis of scientific literature related to learning, neuroscience, education, and neuropsychopedagogical intervention. The analyzed literature indicates that systematic observation of school performance, combined with an understanding of aspects such as attention, memory, language, executive functions, and reading, writing, and mathematical reasoning skills, can contribute to the early recognition of difficulties that interfere with the learning process. Furthermore, individualized interventions, diversified pedagogical strategies, and collaboration among schools, families, and specialized professionals contribute to educational responses that are more appropriate to students' needs. It is concluded that neuropsychopedagogical practice can contribute to preventive and intervention-oriented practices in schools while respecting the particularities of each student's development and learning process.
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