SPECIFIC LEARNING DISORDERS – DYSGRAPHIA, DYSORTHOGRAPHY – CASE STUDY

Abstract

Introduction. Specific learning disorders (SLD) are among the most common developmental disorders in childhood and significantly affect children’s academic performance as well as their psychological well-being. These disorders manifest in various forms, most commonly as difficulties in reading, writing, and mathematics, despite average or above-average intelligence. Early identification and appropriate educational interventions are crucial for minimizing their negative impact. Methods. The study is based on a theoretical analysis of professional literature combined with a qualitative case study of a primary school student with special educational needs. The case study includes pedagogical and psychological diagnostics conducted in a counseling center, observation in the classroom, and analysis of recommended intervention strategies and teaching practices. Results. Findings indicate that SLD arise from a combination of biological, cognitive, and environmental factors, often linked to central nervous system dysfunction. The analyzed case demonstrates typical manifestations such as deficits in attention, fine motor skills, auditory processing, and writing abilities. Effective support includes individualized teaching approaches, reeducation methods targeting perceptual and motor functions, use of multisensory techniques, and close cooperation between school and counseling services. The implementation of targeted strategies led to improved student engagement, motivation, and partial compensation of difficulties. Discussion. Early diagnosis and systematic re-education play a key role in reducing the long-term impact of SLD. Individualized instruction, supportive classroom environments, and appropriate assessment methods contribute to better academic outcomes and improved self-esteem in affected children. Advances in neuroscience, particularly the concept of neuroplasticity, offer new possibilities for intervention. The study highlights the importance of a holistic approach involving teachers, parents, and specialists to support the overall development and success of students with SLD.