Students with dyscalculia at school: identification, diagnosis, intervention and inclusion

Abstract

Dyscalculia, a specific difficulty in mathematical learning, affects individuals without neurological, psychiatric, sensory or emotional disorders. This article deals with a professional master's degree investigation into the identification, diagnosis, intervention and inclusion of a student with Dyscalculia in a school in the city of Assú/RN. The overall aim was to draw up a historical narrative of these processes of identification, diagnosis, intervention and inclusion of a student with dyscalculia in a school in that city. The research was qualitative and involved interviews with parents, teachers and psychopedagogues. The interviews revealed: the importance of an early and accurate diagnosis, which plays a fundamental role in promoting the success of students with dyscalculia; qualified professionals to provide effective pedagogical interventions; the school as a driving force in creating an inclusive and supportive environment for students with dyscalculia, allowing them to be fully integrated into educational and social contexts; and the family in implementing these interventions.