Therapeutic Strategies for Children with Learning Difficulties: From Differential Diagnosis to the “Proposed Integrative Tree Engineering”

Abstract

The present article addresses the development of interest in the category of children with learning difficulties in light of the increasing rates of their prevalence and the need to provide educational services that ensure equal opportunities. The article seeks to refute inadequate diagnostic practices that have arbitrarily classified them within categories of intellectual disability, emphasizing that improving psychological care is based on the skill of differential diagnosis. Within this framework, the “Response to Intervention” approach is proposed as a methodological alternative to the traditional “discrepancy” criterion for building structured therapeutic strategies. The added value of the article lies in presenting the “proposed integrative tree model,” whose theoretical dimensions were previously outlined in an earlier study (Haj Sabri, 2026), where it is employed here in designing a comprehensive therapeutic intervention that integrates neuropsychological, procedural, and developmental dimensions, with the aim of harnessing multiple intelligences and correcting the learning and academic trajectory of this category.