Resumo

BACK, Nadja Cristina Furtado et al. Evaluation model of learning disorders by interdisciplinary team. Rev. psicopedag. [online]. 2020, vol.37, n.112, pp.37-51. ISSN 0103-8486.  https://doi.org/10.5935/0103-8486.20200003.

There is a progressive increase of student evasion as well as of academic failure. The demand for evaluation and diagnosis about learning issues is growing up in the public health service care. In order to direct the intervention methods and minimize the learning difficulties is necessary identify the factors that lead to academic failure and differentiate the learning disabilities. The present study aims to describe the interdisciplinary model for evaluation performed at the Learning Disorder Clinic (ATA) of the Neuropediatrics Center at Hospital das Clínicas from Universidade Federal do Paraná and report three evaluated cases. The data presented in this study are based on 56 evaluations performed in children and adolescents with complaints of learning difficulties in order to characterize the population served, the evaluation model applied and the conclusions from the interdisciplinary team. On this sample, the highest frequency was from males (78.6%) aged on average 10 years and 5 months. The learning difficulties was noticed in 44.6% of the cases, the leaning disorder in 7.1% and other disorders in 17.9%. These results are in agreement with other studies about learning disabilities and demonstrates that the model used by ATA is effective to conclude about diagnostic and intervention proposal.

Palavras-chave : Academic Failure; Diagnosis Differential; Dyslexia; Attention Deficit Disorder with Hyperactivity.

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