Specific Learning Difficulties in Primary School Students in a Public School in Cartagena Dificultades específicas del aprendizaje en estudiantes de primaria de una escuela pública en Cartagena

Abstract

For the diagnosis of specific learning disorders, you should start assessing the seriousness of the problem, taking into account the course or grade level of children and
aspects such as: history, presence of concomitant problems, forms or specific sets of features, other words, the presence of qualitative abnormalities that are not usually
part of normal development, as the response to specific interventions. Subsequently establish that the deficit should be specific, meaning it should not be explicable by mental
retardation or deficits under general intelligence. Finally, the deficit must be present from the beginning of education and have not been acquired later. Given these criteria
is to determine the specific learning difficulties in reading, writing and mathematics in children of 1st and 2nd grade of a public school, using as an assessment tool
Assessment Questionnaire of Learning Disabilities (CEPA). As inclusion criteria were taken into account, children with insufficient or acceptable notes during the first period
in the course of Spanish. Reading finding that 44% of students have a low level and another 44% at a high level; in writing 60% is in low level and 22% at high level and
mathematical calculation, 66% are at low level, without the high level group.