Neuropsychology of learning oriented to school inclusion

Abstract

The research focused on the Republic of Haiti School Center, with the purpose of addressing "Learning Problems" in the classroom, promoting the inclusion of children with cognitive and social difficulties. A descriptive cross-sectional design was used, divided into two phases: the quantitative phase, based on descriptive observations, and the qualitative phase, which consisted of semi-structured interviews with parents. Information was collected from teachers about students with signs of learning difficulties at the basic level.

Key findings revealed that some teachers hold negative attitudes towards the integration of children with learning disabilities into regular schools due to lack of preparation in managing these children and their disinterest. The characterization of children with learning problems covered areas such as oral and written communication, reading, writing, mathematics, cognitive aspects, presentation and order, as well as psychomotor skills. This research raises the need to approach education from a perspective based on neuroscience and the neuropsychology of learning to adequately address learning disorders in the classroom and promote social and cognitive inclusion.