NEURODEVELOPMENT AND LEARNING DIFFICULTIES

Abstract

This article discusses the relationships between neurodevelopment and learning difficulties, understanding learning as a process shaped by the interaction among brain maturation, language, executive functions, school experiences, social bonds and pedagogical mediation. The approach adopted considers that persistent difficulties in reading, writing, calculation, attention, working memory and self-regulation cannot be interpreted only as low school performance, since they require an integrated analysis of neurobiological, cognitive, emotional, family and school factors. In this path, the study highlights the need to distinguish circumstantial school difficulties from specific learning disorders, without reducing the student to the diagnosis. The discussion emphasizes interdisciplinary assessment, early identification, evidence-based intervention and the organization of inclusive pedagogical practices as ways to expand school participation and support the development of students with different learning profiles.