“…In another study (Mayolas et al, 2010), it considers that there is a close relationship between laterality and school learning, this thanks to a study conducted on a sample of 170 children in ages 6 and 7, where it was evaluated laterality, it was evidenced that the greater the knowledge of laterality and limb dominance, the greater the results of school learning. The research of Mozo (2017), focuses on only one of the students, it seeks to intervene both in speech alterations and in those of laterality, thus assessing the subject's diversity of abilities in order to intervene to their needs, favoring their capacities From this intervention, variables such as family, sensory stimulation, among other things, were introduced into the neuropsychological intervention program.…”