Construcción del perfil de estudiantes con dificultades de aprendizaje: una revisión sistemática

Solange Tenorio Eitel; Ximena Acuña Robertson; María José Ramírez-Burgos; Liliana Paulina Ramos Abadie; Catalina Jara Dachelet

doi:10.5294/edu.2025.28.3.1

Authors

Solange Tenorio Eitel Author Metropolitan University of Educational Sciences https://orcid.org/0000-0001-7643-4292
Ximena Acuña Robertson Author Metropolitan University of Educational Sciences https://orcid.org/0000-0002-9318-4552
María José Ramírez-Burgos Author Universidad Autónoma de Madrid https://orcid.org/0000-0002-7261-789X
Liliana Paulina Ramos Abadie Author Universidad Diego Portales https://orcid.org/0000-0001-6802-8083
Catalina Jara Dachelet Author Fundación Educacional Belén Educa https://orcid.org/0009-0006-0262-9736

DOI:

https://doi.org/10.5294/edu.2025.28.3.1

Keywords:

Educational diagnosis, academic discourse, compulsory education, students with special needs, learning difficulties

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.

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