Psychopedagogical intervention in students with learning disorders

Abstract

This research evaluated the impact of psycho-pedagogical strategies on the inclusive and effective learning of students with learning disabilities. The main objective was to assess how psycho-pedagogical strategies can improve inclusive, effective, and meaningful learning for these students. It also sought to understand the importance of integrating emotional education to strengthen the well-being of these students. To conduct the research, a mixed-methods approach was implemented, combining qualitative and quantitative methods. A representative sample of 20 teachers was selected, and structured surveys were administered to them. Additionally, direct classroom observations were conducted to evaluate the school environment and interactions between students and teachers. Quantitative data was analyzed using descriptive and inferential statistics, while qualitative data was analyzed using thematic analysis. The results revealed that many teachers perceived psycho-pedagogical interventions as effective in improving the academic performance of students with learning disabilities. Specifically, a significant improvement in math skills was observed after the implementation of an intervention plan focused on comparing quantities and basic operations.