Trastorno específico del aprendizaje escolar con dificultad matemática y en la expresión escrita, descripción y evaluación del proceso psicodiagnóstico.

Abstract

This work aims to describe the psychodiagnostic evaluation process in a child with a specific school learning disorder, difficulties in mathematics and written expression, through bibliographic searches and psychological tests that allow contributing to scientific knowledge in the area. In the childhood stage, the educational process begins where skills and abilities are developed. The Learning Disorder has a genetic origin and has no correction, it is characterized by the incapacity of the subject to assimilate academic abilities and skills, this incapacity is not produced by problems of the family, social or school environment. In this disorder, in addition to presenting learning difficulties, they manifest behavior problems, lack of social skills, low self-esteem. The prevalence of AT is 5%, being one of the causes of school failure, the male sex is more affected than the female sex. Ignorance of AT causes the child to be labeled lazy, careless and irresponsible. The AT is classified according to the affected cognitive function: difficulties in writing (Dysgraphia), difficulties in mathematics Dyscalculia, and difficulties in reading Dislexia. Due to the fact that ASD does not present a biological marker that allows its diagnosis, this is carried out by means of an analysis of the symptoms presented, therefore, a large number of evaluation instruments are available; During it, a general analysis of the child's cognitive performance should be carried out to differentiate the type of difficulty that is causing the learning deficiencies.