LEARNING DISORDERS AND PEDAGOGICAL INTERVENTIONS

Abstract

The study aimed to understand how pedagogical interventions contributed to the teaching and learning process of students with learning disorders. The general objective was to analyze the contributions of pedagogical practices, emphasizing  neuropsychopedagogical approaches and inclusive strategies applied in school contexts. The research was conducted through a bibliographic methodology, based on the analysis of books, chapters, and articles published between 2015 and 2025 that addressed learning disorders from different theoretical perspectives. The results showed that pedagogical interventions based on neuroscience promoted improvements in students’ attention, concentration, and school performance, as well as fostering cognitive and socio-emotional development. It was found that teacher training and the use of active methodologies played an essential role in promoting inclusion and strengthening meaningful learning. The analysis concluded that pedagogical practices intentionally planned and adapted to individual needs contributed to overcoming school difficulties and creating more welcoming learning environments. It was also identified that public policies and interdisciplinary training for inclusion need to be expanded, and further studies are required to deepen the understanding of intervention effectiveness.