Beyond the "third method" for the assessment of developmental dyscalculia. Implications for research and practice.

• In Event: Roundtable Session (Tuesday V)
  In Refereed Round-Table Session: The multidisciplinary approach for a sustainable development. the case of cuban education.

Proposal

There are three approaches for identifying mathematical learning disabilities. The discrepancy approach is systematically criticized, whereas the Response to Intervention (RTI) and the Pattern of Strengths and Weaknesses (PSW) approaches are analyzing in deep and with different perspectives. The potential of PSW for identifying dyscalculia as specific learning disability is argued to a large extend. Two main criticisms about PSW may be resolved by recognizing the role of core neurocognitive deficits in dyscalculia. One of them is related to the poor stability of the profiles of cognitive ability and the other is associated to a lack of significant information about appropriate interventions. The impact of evidence on practice and research is discussed. Several challenges are pointed out.

Author

• Vivian Reigosa-Crespo, Cuban Center for Neuroscience