Specific Learning Disorders in Contemporary Education: A Call for Early Intervention, Inclusive Practices, and Teacher Training

Abstract

Specific Learning Disorders (SLDs), including dyslexia, dysgraphia, and dyscalculia, are among the most common neurodevelopmental conditions affecting students in contemporary education, often impairing literacy, numeracy, and written expression. Despite increasing awareness, many students remain undiagnosed due to inconsistent screening practices and misconceptions, while reliance on standardized curricula andassessments further exacerbates their challenges. This article presents a narrative literature review that synthesizes recent research, policy reports, and theoretical perspectives from educational psychology, neuroscience, and pedagogy to examine effective responses to SLDs. The findingsemphasize the importance of early identification, through consistent screening and diagnostic practices, as a prerequisite for timely intervention, which may include targeted support programs, inclusive pedagogical approaches such as differentiated instruction and Universal Design for Learning (UDL), and the use of assistive technologies to enhance literacy and numeracy skills. The review further highlights the critical role of comprehensive teacher training in equipping educators with the knowledge and confidence to implement these strategies effectively. By drawing these insights together, the article argues for education systems to prioritize early identification, evidence-based intervention, and sustained professional development to create equitable learning environments that support both academic achievement and long-term success for students with SLDs.