Construcción del perfil de estudiantes con dificultades de aprendizaje: una revisión sistemática.
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| Title: | Construcción del perfil de estudiantes con dificultades de aprendizaje: una revisión sistemática. |
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| Alternate Title: | Construction of the Profile of Students with Learning Difficulties: A Systematic Review. Construção do perfil de estudantes com dificuldades de aprendizagem: uma revisão sistemática. |
| Authors: | Tenorio Eitel, Solange1 solange.tenorio@umce.cl, Acuña Robertson, Ximena1 mariajose.ramirezburgos@gmail.com, Ramírez-Burgos, María José2 catalina.jara.dachelet@gmail.com, Ramos Abadie, Liliana Paulina3 ximena.acuna@umce.cl, Jara Dachelet, Catalina4 liliana.ramos@udp.cl |
| Source: | Educación y Educadores. sep-dic2025, Vol. 28 Issue 3, p1-27. 27p. |
| Subject Terms: | *Neurophysiology, *Affect (Psychology), *Psychology of students, *Learning disabilities, *Cognitive Strategy Instruction |
| Abstract (English): | Learning difficulties clearly reflect the integration of interdisciplinary approaches that have historically been incorporated into the educational field to understand human conditions. This study aims to analyze the construction of the profile of students identified with Specific Learning Disabilities (SLD) based on academic literature. Through a systematic literature review following the Prisma** statement guidelines, 29 articles were evaluated, leading to the analysis of three emerging areas: neurophysiological, cognitive-pedagogical, and socio-emotional. Studies focused on neurophysiology examine students with SLD in terms of the correlation between the functioning of brain areas and their performance level in tasks related to school learning. Research addressing the cognitive-pedagogical domain centers on the skills associated with reading, writing, or arithmetic processes that students engage in throughout their academic development. Finally, studies in the socio-emotional domain highlight behavioral aspects, self-esteem, and self-regulation as factors linked to the prevalence of SLD or as defining characteristics of students with these difficulties. The main conclusions reveal the theoretical and epistemological complexity involved in understanding and delineating students within this category, given the diversity of parameters and manifestations emerging from different disciplinary fields. It is established that the scientific-academic discourse tends to individualize these manifestations in students, emphasizing abilities that deviate from the established norms in formal educational contexts. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Las dificultades en el aprendizaje son una clara muestra de la integración de enfoques interdisciplinarios que históricamente se han insertado en el ámbito educativo para comprender la variada condición humana. El presente trabajo tiene por objetivo entender la configuración del perfil de estudiantes identificados con dificultades específicas de aprendizaje (DEA) a la luz de la producción académica. A través de una revisión sistemática de la literatura siguiendo las directrices de la declaración prisma**, se evaluaron 29 artículos que llevaron a analizar tres focos emergentes: neurofisiológico, cognitivo-pedagógico y socioemocional. Los estudios centrados en la neurofisiología comprenden al sujeto con DEA a partir de la correlación entre el funcionamiento de áreas cerebrales y el nivel de desempeño en tareas vinculadas a los aprendizajes escolares. Los trabajos que abordan el ámbito cognitivo-pedagógico sitúan el análisis en las habilidades que se asocian a los procesos de lectura, escritura o cálculo que pone en juego el estudiante durante su desarrollo escolar. Finalmente, las investigaciones centradas en el ámbito socioemocional ubican aspectos conductuales, de autoestima y autorregulación como factores asociados a la prevalencia de DEA o que caracterizan a un estudiante con DEA. Las principales conclusiones dan cuenta de la complejidad teórica-epistemológica para comprender y delimitar a los estudiantes dentro de esta categoría, a partir de la diversidad de parámetros y/o manifestaciones que surgen en los distintos ámbitos disciplinares. Se establece que el discurso científico-académico tiende a individualizar las manifestaciones en los estudiantes y a señalar aquellas capacidades que se alejan de los parámetros de normalidad establecidos en contextos formales de enseñanza. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | As dificuldades de aprendizagem refletem claramente a integração de abordagens interdisciplinares que, historicamente, foram incorporadas ao campo educacional para compreender as condições humanas. Este estudo tem como objetivo analisar a construção do perfil de estudantes identificados com Dificuldades Específicas de Aprendizagem (DEA) a partir da produção acadêmica. Por meio de uma revisão sistemática da literatura, seguindo as diretrizes da declaração prisma**, foram avaliados 29 artigos, levando à análise de três eixos emergentes: neurofisiológico, cognitivopedagógico e socioemocional. Os estudos centrados na neurofisiologia analisam os estudantes com DEA a partir da correlação entre o funcionamento de áreas cerebrais e o nível de desempenho em tarefas relacionadas à aprendizagem escolar. As pesquisas voltadas para o domínio cognitivo-pedagógico concentram-se nas habilidades associadas aos processos de leitura, escrita ou cálculo, que os estudantes desenvolvem ao longo de sua trajetória escolar. Por fim, os estudos no âmbito socioemocional destacam aspectos comportamentais, autoestima e autorregulação como fatores relacionados à prevalência das DEA ou como características definidoras dos estudantes com essas dificuldades. As principais conclusões evidenciam a complexidade teórica e epistemológica envolvida na compreensão e delimitação dos estudantes dentro dessa categoria, considerando a diversidade de parâmetros e manifestações que surgem nos diferentes campos disciplinares. Estabelece-se que o discurso científico- acadêmico tende a individualizar essas manifestações nos estudantes, enfatizando habilidades que se desviam dos parâmetros de normalidade estabelecidos em contextos formais de ensino. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Learning difficulties clearly reflect the integration of interdisciplinary approaches that have historically been incorporated into the educational field to understand human conditions. This study aims to analyze the construction of the profile of students identified with Specific Learning Disabilities (SLD) based on academic literature. Through a systematic literature review following the Prisma** statement guidelines, 29 articles were evaluated, leading to the analysis of three emerging areas: neurophysiological, cognitive-pedagogical, and socio-emotional. Studies focused on neurophysiology examine students with SLD in terms of the correlation between the functioning of brain areas and their performance level in tasks related to school learning. Research addressing the cognitive-pedagogical domain centers on the skills associated with reading, writing, or arithmetic processes that students engage in throughout their academic development. Finally, studies in the socio-emotional domain highlight behavioral aspects, self-esteem, and self-regulation as factors linked to the prevalence of SLD or as defining characteristics of students with these difficulties. The main conclusions reveal the theoretical and epistemological complexity involved in understanding and delineating students within this category, given the diversity of parameters and manifestations emerging from different disciplinary fields. It is established that the scientific-academic discourse tends to individualize these manifestations in students, emphasizing abilities that deviate from the established norms in formal educational contexts. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01231294 |
| DOI: | 10.5294/edu.2025.28.3.1 |
