Autoestima y rendimiento académico en un niño con el trastorno específico del aprendizaje

Abstract

Self esteem directly impacts behavior and psychological well-being, affecting several areas of development. Self-esteem problems are common in childhood, influencing the child's school performance. Likewise, academic performance evaluates the achievements and knowledge acquired by the student throughout the learning process. Along the same lines, specific learning disorders, also known as learning disabilities, have become one of the main causes of school failure. The symptoms of specific learning disorder vary according to the learning environment and are classified into several types, such as dyslexia, dysgraphia and dyscalculia. These disorders occur in similar proportions in both sexes and affect the academic and emotional performance of children. In this case study we have selected the case of a 9-year-old boy, originally from the Pasaje canton, who is in the sixth year of basic education and has a psycho-pedagogical assessment that determines that he has Special Educational Needs SEN not associated with disability, emotional difficulties and learning problems. We propose to analyze the influence of self-esteem on her academic performance. The objectives include contextualizing the specific learning disorder, identifying the child's self-esteem levels and determining its influence on academic performance.This study has been approached as a descriptive research, adopting a qualitative methodological approach. Instruments such as interviews, observation and the Coopersmith Self-Esteem Inventory were used to collect the required information and analyze the results obtained.