The intervention aims to improve preschool skills (concept development, spatial / temporal orientation, pre-mathematical concepts, pre-writing exercises), as well as to improve reading and writing for children who have already joined the school context.
It occurs in children who, despite attending regular school classes, are unable to acquire the language skills associated with reading and spelling. This functional impairment manifests itself in children who have a good or above average IQ, have normal emotional development, appropriate teaching and a stimulus-rich environment.
The child with mental retardation is characterized by a mental capacity lower than the average of children of the same age.
It is one of the most common neurobiological disorders of childhood, which persists to a significant extent, and in adulthood.
It is a diffuse developmental disorder, characterized by reduced social interaction and communication, as well as limited, repetitive, and stereotyped behavior.