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 “Developmental aspects of math cognition” (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.

Temps présentiel : 15 heures

Charge de travail étudiant : 55 heures

Méthode(s) d'évaluation : Examen final, Travaux pratiques contrôlés

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.