Screening of learners with learning problems from theperspective of psychological and sociological rights

Objective :This study aims to examine the necessity of screeningpreschool children for learning disabilities from the perspective ofpsychological and sociological rights. Given the importance of earlydiagnosis in educational and therapeutic interventions, this researchseeks to analyze the dimensions and necessity of such screening basedon existing scientific evidence and present it as a legal obligation inpsychological and sociological contexts.Method :This research was conducted using the Research Synthesismethod, where data were collected and analyzed from credible studiesand international scientific databases. Through a systematic review ofprior studies ,relevant information was extracted and analyzedaccording to specific criteria.Findings :The findings of this study indicate that early screening ofpreschool children significantly contributes to the improvement oftheir cognitive, behavioral, and social skills. Furthermore, from a legalperspective, failure to conduct such screening may lead to educationaland social inequalities, impacting the fundamental rights of childrento access appropriate education.Discussion and Conclusion: The results highlight that preschoolscreening is essential as a preventive measure and should beprioritized in educational and mental health policies. From apsychological rights perspective, this intervention is regarded as afundamental right for children to receive the necessary support foroptimal development .Sociologically, it contributes to reducing socialinequalities and providing equal educational opportunities.

کلیدواژه ها:

screening ، novices ، learning problems