Targeted Remediation in Dyscalculia: A Case Study of Cognitive and Educational Intervention in an Indian Adolescent

Abstract

This case study explores the academic, cognitive, and emotional traits of Ms. S, a 13-year-old Female Student diagnosed with Dyscalculia, a Specific Learning Disorder. Ms. S showed age-appropriate reading and writing skills as well as characteristic intellectual functioning, however she persistently challenged with Mathematical Ideas, quantitative reasoning and numerical operations. A domain Specific learning deficits was identified using the Malin’s Intelligence Scale for Indian Children (MISC) and a culturally acceptable Specific Learning Disorder Diagnostic Battery. A comprehensive intervention combining multisensory instruction, cognitive training, academic accommodations, and emotional support was implemented. Over a 12 week- period, significant improvement was observed in Ms. S’s conceptual clarity, academic preparation, and self-confidence. This case underscores the importance of early diagnosis, culturally appropriate assessments, and holistic, individualized intervention approaches in addressing Specific Learning Disorders in school-age children, particularly within the Indian educational framework.