LEARNING DIFFICULTIES THROUGH AN INTERDISCIPLINARY LENS: AN ESSAY ON NEUROSCIENCE, EMOTION, AND COGNITIVE DEVELOPMENT

Abstract

This theoretical essay offers a critical analysis of the integration between Neuroscience, Educational Psychology, and Cognitive Development Theories, aiming to explore pedagogical approaches for addressing learning difficulties and disorders in school contexts. Based on a literature review and conceptual reflection, the study investigates how knowledge from these fields—despite their distinct epistemological origins—can be ethically and effectively articulated within teacher education and classroom practice. Concepts such as brain plasticity, critical periods, executive functions, emotional regulation, and developmental stages are examined in light of authors like Jean Piaget, António Damásio, Daniel Goleman, and Stanislas Dehaene. The essay acknowledges the limitations of the teacher's role in identifying disorders and emphasizes the importance of interdisciplinary collaboration. It concludes that inclusive and responsive education demands ongoing professional development and a critical engagement with insights from the cognitive sciences.