This book addresses general and specific learning difficulties through the identification of their meaning, diagnosis, etiology, prognosis, and final management with the application of educational programs in schools.

By saying Learning Difficulties, we mean the specific disorders that children present in one or more of the basic psychological functions, which are necessary for understanding and using written or spoken language.

Children and adults with learning disorders often do not just face difficulties in writing, reading, or mathematics, but also the questioning from their family and social environment regarding the existence of these difficulties and the special attention with which they should be addressed.

This creates mainly psychological problems accompanied by emotional disturbances, issues of acceptance, adjustment, and communication that, in extreme cases, lead to aggression and withdrawal in their attempt to attract the attention of others.

If these children are not properly supported and their difficulties are not addressed, they may face a series of problems during adolescence or even later as complications of long-term failure and low self-esteem. These consequences may later extend into adult life - professional and social difficulties.

The learning strategies that can be taught to students with or without learning difficulties concern how an individual effectively approaches a cognitive task and the evaluation they make of the results of their application. They help the student organize their thoughts, process information, and understand it through a control process that leads them to metacognition, that is, the awareness of using their knowledge correctly for the successful resolution of a cognitive task.

[Excerpt from the text on the back cover of the edition]