Dyslexia, Dysgraphia, and Dyscalculia in the Ecuadorian Educational System: An Analysis from the Perspective of Educational Psychology (Review)

Abstract

Specific learning disabilities, including dyslexia, dysgraphia, and dyscalculia, constitute one of the main challenges facing the contemporary educational system. This review article aims to analyze the implications of these conditions for the Ecuadorian educational system from an educational psychology perspective. The research was conducted using a qualitative, descriptive, and non-experimental approach, supported by bibliographic methods and documentary techniques that allowed for the collection, systematization, and critical analysis of information from scientific literature, institutional reports, and educational regulations. The results show that these disabilities affect students' academic performance and socio-emotional wellbeing. In Ecuador, despite having a legal framework that recognizes the right to inclusion, weaknesses persist in policy implementation and resource availability. Inadequate teacher training was identified as a critical issue, limiting early detection and the use of inclusive teaching strategies. Furthermore, it was observed that school culture is still affected by stigmas toward students with dyslexia, dysgraphia, and dyscalculia, which impacts their motivation and sense of belonging. It is concluded that addressing these difficulties requires strengthening teacher training, ensuring the effective application of regulatory guidelines, and promoting an inclusive school climate, shaped through Educational Psychology, thus contributing to improve the quality of education in the country.