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Learning difficulties clearly reflect the integration of interdisciplinary approaches that have historically been incorporated into the educational field to understand human conditions. This study aims to analyze the construction of the profile of students identified with Specific Learning Disabilities (SLD) based on academic literature. Through a systematic literature review following the Prisma** statement guidelines, 29 articles were evaluated, leading to the analysis of three emerging areas: neurophysiological, cognitive-pedagogical, and socio-emotional. Studies focused on neurophysiology examine students with SLD in terms of the correlation between the functioning of brain areas and their performance level in tasks related to school learning. Research addressing the cognitive-pedagogical domain centers on the skills associated with reading, writing, or arithmetic processes that students engage in throughout their academic development. Finally, studies in the socio-emotional domain highlight behavioral aspects, self-esteem, and self-regulation as factors linked to the prevalence of SLD or as defining characteristics of students with these difficulties. The main conclusions reveal the theoretical and epistemological complexity involved in understanding and delineating students within this category, given the diversity of parameters and manifestations emerging from different disciplinary fields. It is established that the scientific-academic discourse tends to individualize these manifestations in students, emphasizing abilities that deviate from the established norms in formal educational contexts.
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