Non-verbal specific learning difficulties (hereinafter NVLD) are a neurological syndrome characterised by functional deficits in the neuropsychological, emotional-adaptive, and educational domains. Students with NVLD face challenges in mathematical reasoning, calculation, reading comprehension, and writing. Due to their specific characteristics, they require structured, step-by-step learning, usually based on verbal explanation and the development of their strengths, such as verbal skills, auditory perception, auditory attention, and auditory memory. They often experience difficulties in executive functioning, including setting and planning goals, organising behaviour over time, flexibility, attention, memory, and self-regulatory processes. Underdeveloped executive functions affect their ability to complete tasks and engage in independent learning. Educational demands increase with age; therefore, identifying NVLD is crucial to ensure appropriate teaching and learning practices, necessary accommodations, and adequate support to help overcome these challenges.
The main aim of this master’s thesis is to design, implement, and evaluate the effectiveness of a support programme for developing executive functions, solving mathematical word problems, and performing independent calculations in a fourth-grade student diagnosed with NVLD. The Executive Function Questionnaire for students, parents, and teachers was used to assess executive functions. To assess strategies for solving mathematical word problems and performing calculations, three tests were used: the Developmental Test of Number and Quantity Sense for third-grade students, the Ten-Minute Test for Automatization of Arithmetic Facts and Procedures, and the Test of Success in Solving Mathematical Word Problems and Paraphrasing Key Information. All the above-mentioned tests, except the Developmental Test of Number and Quantity Sense for third grade students, were repeated after completion of the support programme. The pre- and post-programme results were then compared to determine progress in specific dimensions of executive functioning and the assessed mathematical domains. Comparison of the results before and after the support programme indicated progress in specific dimensions of executive functioning, particularly in working memory, planning, and setting priorities. The student made progress in independent calculation skills using all four basic arithmetic operations, as well as in solving mathematical word problems. The research contributed to a better understanding of how goal-oriented special pedagogical interventions affect students with NVLD.
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