When we talk about the possible presence of learning difficulties, we are referring to the need for a comprehensive, complex, and delicate assessment for effective intervention.
Typically, formal diagnosis is awaited before implementing intervention. However, this should only be done two years after formal learning of reading and writing, as errors are assumed to be part of the student's learning process and typically disappear over time. Nevertheless, there are several warning signs that we must consider, allowing for the necessary analysis and evaluation for each case. These signs also enable the implementation of early re-educational strategies to address the difficulties.
Thus, even though effective diagnosis requires various elements such as medical, family, and educational history, as well as previous school assessments and psycho-pedagogical evaluations, the course of this process does not at all hinder adequate intervention that can minimize the consequences of learning difficulties, both current and in the future of the child manifesting them.
During the assessment process, it is necessary not only to define and characterize the areas of difficulty but also to understand if they are related to the child's learning pace, which may be slower and corrected over time, training, and the growing up process itself. Additionally, it is also necessary to exclude hypotheses that explain the presence of visual, auditory, cognitive, and/or brain injuries. In fact, within the scope of intellectual ability, DSM-5 itself defines as a diagnostic criterion that there cannot be an intellectual disability, as cognitive difficulties are not a prerequisite for the presence of a Specific Learning Disorder, on the contrary. Thus, the belief that still persists - that learning difficulties are due to inferior intellectual ability - is nothing more than a myth that must be debunked.
The goal is to make the best possible assessment to avoid an incorrect and labeled classification of the difficulties. It is important to identify the factors that best explain them and also understand if, over time, the difficulties decrease, since, not being a Specific Learning Disorder whose presence is permanent in the individual, children's difficulties can be completely overcome with the completion of the reading and writing learning process.
It is possible and desirable to intervene early because, as mentioned, as these disorders are of a permanent nature, the earlier the intervention, the better the difficulties will be minimized. Individual assessment, even if informal, and early intervention also help reduce consequences such as low motivation, low self-esteem (especially regarding academic skills), grade retention, and school dropout.
Not least, intervening in a timely manner also makes it possible to identify strong areas in the child, useful for enhancing their good functioning and performance in other fields and their overall good development.
