This is a mandatory course part of the Bachelor’s degree in Speech and Language Therapy and it is offered in semester 7 (M1). The TU “Math cognition developmental disorders” (semester 6) is a prerequisite of this course. After learning the developmental aspects of math-cognition, logical operations and number systems, students learn in this teaching unit how to make an evaluation plan, conduct an assessment and put a diagnosis of dyscalculia based on the criteria of the DSM5. They also learn how a deficit at each level of the developmental models affects children’s performance. Students also acquire the necessary knowledge to develop rehabilitation plans for word problems remediation. At the end of this T.U. students will be able to: -Conduct an assessment for math-cognition -Establish a differential diagnosis -Write an assessment report -Analyze clinical findings in regards of theoretical models - Analyze errors in word problems and develop remediation plans consequently.

Temps présentiel : 15 heures

Charge de travail étudiant : 55 heures

Méthode(s) d'évaluation : Examen final, Projets

Référence :
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Arlington, VA: APA. Andersson, U., & Östergren, R. (2012). Number magnitude processing and basic cognitive functions in children with mathematical learning disabilities. Learning and Individual Differences, 22 ( 6), 701–714. Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology, 130 (2), 224–237. Ashkenazi, S., Mark-Zigdon, N., & Henik, A. (2013). Do subitizing deficits in developmental dyscalculia involve pattern recognition weakness? Developmental Science, 16 (1), 35–46. Badian, N. (1999). Persistent Arithmetic, Reading, or Arithmetic and Reading Disability. Annals of Dyslexia, 49, 45–70.