SCHOOL PERFORMANCE ON PSYCHOPEDAGOGIC EVALUATION OF A LEARNING DISORDER CASE

Abstract

The learning disorder presents altered characteristics in reading, writing and mathematics skills, in addition to listening and hearing comprehension. If not diagnosed in childhood, it leads the adult to present emotional, social and linguistic disturbances. This study aimed to characterize the school performance in the skills of reading comprehension, writing and mathematics of a young adult with learning disability. The participant is a 23-year-old woman from a large city in São Paulo state. Evaluations were performed on an outpatient department of specialties in the same city. Specific instruments were applied to the psychopedagogic area. The data were described and analyzed according to specific criteria and put into discussion. The results showed that the youth presents a performance in reading and writing below her age and education, also presenting phonological and orthographic changes, shortage of attention and memory. Our findings show that it is necessary to investigate signs of academic deficit precociously, as it is essential to educational development. It is also necessary to focus on the skills, as well as to provide opportunities for the individuals to maximize their potential.