Executive Functions and Special Educational Needs and Their Relationship with School-Age Learning Difficulties.

Abstract

Background/objectives: The relationship between executive functions, special educational needs (SEN), and learning difficulties in school-aged children is critical for developing effective educational interventions. This study explores the connection between executive functions and SEN in primary school students, examining differences in executive function profiles between those with and without SEN and their impact on learning difficulties.

Methods: In total, 123 primary school students aged 6 to 12 and their teachers and parents participated in this study. The Behavior Rating Inventory of Executive Function (BRIEF-2) and the Prediscal test were used to assess difficulties in reading and mathematics, and sociodemographic and clinical data were collected through ad hoc records.

Results: The results indicated that students with SEN exhibited significantly more affected executive function profiles compared to their peers without SEN in both family and school contexts, highlighting areas such as cognitive flexibility, initiative, working memory, planning and organisation, task supervision, and material organisation. Additionally, significant negative correlations were found between executive functions and performance in reading and mathematics, suggesting that deficits in executive functions are strongly associated with SEN.

Conclusions: These findings underscore the critical role of executive functions in understanding and addressing SEN and learning difficulties, emphasising the need for comprehensive assessment programmes and early intervention targeting executive function deficits to support the academic and overall development of students with SEN.