<b>Learning Difficulties and Developmental Learning Disorders: A Neurocognitive Perspective</b>

This issue is particularly pronounced in the Moroccan educational context, where conceptual and methodological confusion between the two phenomena persists, and general approaches dominate classroom practices, while the neurocognitive perspective remains limited in understanding and diagnosis.

This article aims to examine the conceptual and neurocognitive foundations underlying the distinction between learning difficulties and developmental learning disorders, and to analyze how this distinction is addressed in psychological and educational studies. It also seeks to highlight areas of convergence and divergence between the two concepts and to explore the implications for psycho-educational diagnostic models and educational interventions.