Guidelines for the Management of Specific Learning Disorders (SLD): Developmental Dyscalculia
Enrica Mariani
Recently, developmental dyscalculia has attracted growing interest, leading to improved diagnostic and rehabilitation practices, at least in part thanks to the adoption of recent guidelines. The scientific literature has furthered theories on its origins by comparing the core deficit hypothesis with the hypothesis of a set of cross-domain deficits, such as executive functions and working memory. While recent studies have called the core deficit hypothesis into question, international research has provided valuable insights into identifying predictive indicators and diagnostic criteria, emphasising the importance of evaluating both domain-specific abilities and general cognitive functions. Educational interventions, primarily implemented in a school setting and characterised by multi-component approaches, have been shown to be effective. However, the literature still emphasises the necessity for further research to optimise intervention strategies. In conclusion, although significant progress has been made, there is still much research to be done to refine diagnoses, interventions and understanding of the disorder.
Keywords
Developmental dyscalculia, Early indicators, Diagnosis, Rehabilitation, Guidelines.
