Discalculia do desenvolvimento: implicações para o profissional da Fonoaudiologia

Abstract

This work aimed to describe the Learning Disorder of Mathematics and to point out the underlying cognitive mechanisms of greater implication in Speech Therapy. The research was carried out through a bibliographic review based on the arbitrary choice of themes relevant to the theme. Developmental dyscalculia refers to a disorder in the acquisition of basic arithmetic skills whose difficulties in learning mathematics are persistent and cannot be attributed to emotional factors, socio-educational deprivation, or sensorineural deficits. This disorder presents impairment of verbal skills, verbal memory, phonological processing, visuospatial skills, executive functions and non-symbolic representation of magnitude. A study conducted with the Brazilian population showed that the prevalence of dyscalculia was 7.8% in the school-age population. Studies suggest that phonological processing is the main common cognitive mechanism between dyscalculia and dyslexia disorders, whose deficit may influence the learning of the abilities. The speech-language intervention in dyscalculia is based on language difficulties, phonological processing and its components and on the cognitive functions involved in the disorder. Thus, it is important to understand the common points between learning disorders, taking into account their high prevalence, impact on health, functionality, professional development and socioeconomic of the individual. This will help in the elaboration of strategies of stimulation, prioritizing and hierarchizing the skills to be promoted and / or compensated.