Diagnostics in Psychopedagogy

Abstract

A diagnostic model in Psychopedagogy is proposed based on the difference between Learning Difficulty and Learning Disability. When dealing with Learning Difficulties two kinds of problems are taken into account: a) natural: difficulties everyone experiences one time or another on certain subject matters during his school period, and b) secondary difficulties (to other pathologies): deficiencies either mental and/or sensorial, as well as those caused by severe neurological impairments, or significant emotional disorders. Learning Disabilities, as per CID10 and the DSM-IV, encompass those cases manifested by specific and significant impairments in reading, writing or mathematics, far below the student’s age and his expected schooling and intelligence levels, which are not a direct result from other deficiencies. Learning Difficulties and Learning Disabilities may co-occur. The psychopedagogical evaluation should be as broad as possible, and be quickly presented. Some cases may demand a certain treatment period to be fully diagnosed, and/or a complementation by a psychodiagnostic or neurological evaluation.