Neuropsychology of learning oriented toward school inclusion

Abstract

The research focused on the República de Haití School Center, with the aim of addressing learning difficulties in the classroom while promoting the inclusion of children with cognitive and social challenges. A descriptive cross-sectional design was used, divided into two phases: the quantitative phase, based on descriptive observations, and the qualitative phase, consisting of semi-structured interviews with parents. Information was gathered from teachers regarding students showing signs of learning difficulties at the basic education level.

Key findings revealed that some teachers maintain negative attitudes toward the integration of children with learning disorders into regular schools, due to a lack of preparation in managing such students and a general disinterest. The characterization of children with learning difficulties included areas such as oral and written communication, reading, writing, mathematics, cognitive aspects, presentation and organization, as well as psychomotor skills. This research highlights the need to approach education from a neuroscience- and neuropsychology-based perspective to effectively address learning disorders in the classroom and promote both social and cognitive inclusion.