**5. Conclusions**

This chapter has addressed intervention with pupils with specific LD from a contextual point of view, based on the inclusion of the family as a focal point of development. We started by analyzing the studies which focused on the family and found it to be ideal for specific interventions. We then went on to describe empirical experiences in which parents were responsible for the application of specific intervention measures with children with LD. These were both remedial-preventive as well of collaboration with school tasks including homework.

The results of the studies reviewed support the need for a comprehensive assessment and intervention for students with LD (Gortmaker, et al., 2007; Polloway, et al., 2001). Intervention with the students themselves and treating their problems is necessary, but it is also necessary to take their family into consideration. Parents of students with LD need help to educate their children and to deal with their problems, but their own needs also require attention (Dyson, 2010; Karende, Mehta, & Kulkarni; 2007; Rolfsen & Martínez, 2008). Due to this, we finished by looking at the need to work directly with parents. We offered suggestions on activities, procedures for them to help their children effectively, such as parents' programs, support groups and associations. We have presented this with a focus on general guidelines which can help professionals actively work with and through the family. The empirical practices revised have shown parents to be effective for working with LD students. Therefore, intervention with and through families in the case of learning disabilities is well-established as necessary. We, thus, intend to continue this line of work and research to improve the situation of children with LD and their families.
