Year: 2025
Type: article
Study design: Observational Study
Abstract: This study addresses the topic of Learning Disorder, focusing on three main research pillars: neurological origin, teachers' prior knowledge, and early diagnosis. The objective was to demonstrate that this is a complex issue requiring broad discussion. Given its heterogeneous nature, early detection can facilitate treatment, which may be costly or time-consuming depending on the support network, as it involves multiple professionals. Diagnosis should be prioritized in early childhood, as it can help reduce social and educational problems. Even if the diagnosis takes time, children showing signs of a disorder or learning difficulty should begin treatment promptly after the first observation. To support this study, publications discussing Learning Disorders, their origins (genetic, embryonic, social), and teachers’ prior knowledge were analyzed. The findings indicated that the collected information is broad but interconnected. A survey was conducted via Google Forms to assess teachers’ knowledge, applied in the cities of Nova Friburgo – RJ, Trajano de Moraes – RJ, Centro Novo do Maranhão – MA, Centro do Guilherme – MA, Santa Inês – MA, and Zé Doca – MA, with participation from 22 teachers. The study concluded that professionals were aware of the law and had worked or currently work with students with Learning Disorders (TEAp). However, most lacked information on the topic from their undergraduate education. This highlights the need for competent authorities to provide continuous training on this subject, as it is a right of both teachers and students. The research also revealed that professionals struggled to differentiate between learning disorders and learning difficulties, regardless of the institution’s category or the level of information acquired.
Authors: Igor Massena Fortuna Bravo, Francisco Erenilson Pereira Lima, Jardeilson Gomes, Josineide Ferreira Alves, Francisca Vilani de Souza
Language: English
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4409185354