are scientific attempts to explain the causes and mechanisms that lead to specific difficulties in children in mastering basic academic skills, such as reading, writing, mathematics and language comprehension, despite a normal level of intelligence or an appropriate educational environment. These theories draw on multiple approaches that encompass neurological, cognitive, psychological, and environmental factors to provide a comprehensive understanding of the nature of learning difficulties.
1) From a neurological and cognitive perspective, theories suggest that learning difficulties arise from differences in brain structure and function, including processing disorders, deficits in working memory, selective attention, visual and auditory processing, and executive function. These neurological disorders lead to difficulties in organizing and processing information in a way that is consistent with traditional learning, which explains the differences in children’s academic performance.
2) From a psychological-pedagogical point of view, theories emphasize that learning difficulties are not the result of a lack of intelligence or weak motivation, but rather a manifestation of the heterogeneous development of higher mental functions. A child may demonstrate superiority in certain areas (creativity or practical skills) while experiencing difficulties in others.
These theories also emphasize the important role of the educational environment and early experience in learning ability, reflecting the multifactorial nature of learning difficulties. Based on these theories, learning difficulties are considered as a condition that requires a qualitative and accurate assessment focused on the child’s learning strategies, and not only on numerical indicators of results. This approach allows for the development of individualized remedial programs that support strengths and compensate for weaknesses, using innovative teaching methods and stimulating activities to promote effective learning. Understanding the difficulties in the context of a child’s individual development also allows for the development of comprehensive therapeutic and educational strategies to help the child achieve balanced and sustainable development.