Keywords
Learning Disorders
Attention Deficit Hyperactivity Disorder
Interdisciplinary Team
Neuronal Plasticity
How to Cite
Abstract
This study aimed to analyze interdisciplinary strategies for the care of children with dyslexia, CAPD, and ADHD and Hyperactivity, investigating their clinical efficacy, implementation feasibility, and biopsychosocial impact. Through a literature review, articles published between 2000 and 2025 in the PubMed, SciELO, and PsycINFO databases were analyzed, using specific criteria for selection and thematic analysis of the data. Coordinated multidisciplinary actions promote significant improvements in neurocognitive development, especially when combining phonological, auditory, and emotional regulation interventions, with evidence of neural plasticity in imaging studies. However, the implementation of these models faces structural challenges, such as fragmented health services, inadequate professional training, and difficulties in the transition between clinical and school settings. Analysis of the biopsychosocial impact revealed gains in quality of life and inclusion but also highlighted the persistence of emotional comorbidities and socioeconomic barriers. Although interdisciplinary interventions demonstrate transformative potential, their full effectiveness depends on overcoming systemic and ongoing obstacles, requiring reforms in professional training, financing models, and integrated public policies, with a focus on building support ecosystems that value neurodiversity and ensure the integral development of these children.
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