The importance of being Ernest and being left-handed. For a complex connective approach to specific learning disorders (DSA)

If a child, by the age of 24 months, has not walked properly, no rehabilitator will diagnose him or her as un-ambulatory. The observed behaviour is considered to be a valuable indicator of something else. It is essential to understand the meaning of that unexpected behavior within the developmental process of which the mind-body system is both a means and an indicator. Curiously, this does not happen if a child, by the age of 7/8 years, does not develop the functions of writing and reading both with letters (dysgraphia, dyslexia) and digits (dyscalculia). As Oliver Sachs argues, abnormal behaviour is the way to understand the way in which a subject has solved the problems generated by a possible pathology that can be understood thanks to symptomatic expression. In this paper it is argued that the official and more widespread approach to specific learning disorders (DSA) not only does not allow a valid help to children diagnosed, but also represents a blatant "error of perspective" compared to a rigorous scientific approach. Furthermore, a method consistent with the premises of the science of complexity is indicated that allows a preventive and often resolutive intervention before entering primary school, between the 4th and 5th year of life.