Las "dificultades del aprendizaje": Un diagnóstico peligroso y sus efectos nocivos

Abstract

The document defines the school population, which has traditionally been considered as having �learning difficulties�, from a key notion: it concerns itself almost exclusively with diff culties of �learning to read�. It questions the positions attributed to medica and psychological factors concerning these difficulties and underlines the importance of the social and cultural environment in producing them. It concludes that these difficulties cannot be attributed to problems in children, but rather to the lack of opportunities that they have had in order to interact significantly with written texts from a young age. In consequence, it suggests that these children should be considered as children in a �school risk� situation.