Neuroeducational model of early canalization for primary school children with learning disabilities

Abstract

In this work, we emphasizes the great gap that exists between the elementary teaching team and the areas of mental health such as psychology, communication therapy or psychiatry. Teachers are the first attention to children because they have the ability to canalice them into other disciplines, and thus be treated; the healthcare area can establish diagnoses and cognitive intervention strategies for children. The purpose of this article is to propose an early identification and canalizing model to be used by teachers, which will allow them to promptly identify learning problems observed in classrooms and understand their relationship with the most prevalent clinical conditions in the area of mental health; they will be able to distinguish some of the therapeutic strategies with the best results to treat the clinical entities in children and this way they will be able to guide parents. This model involves the educational part and the mental health part, known as the neuroeducational integration process, we are hopping for the gap between the different branches that deal with children to work in a more harmonious and effective way.