Psychopedagogical care process to address the educational needs of a higher education student.

Abstract

This case study analyzed the psychopedagogical intervention for a higher education student with difficulties in mathematics, using an interdisciplinary approach involving tutors, professors, and the Department of Psychopedagogy. Data was collected through interviews, observations, and standardized tests (TERMAN, RAVEN, and BARSIT), revealing deficiencies in attention, concentration, and verbal and numerical reasoning. With an IQ of 74, the student showed poor performance on nonverbal and reasoning tests, indicating the need for specific accommodations. The implementation of personalized strategies, such as work guides, manipulatives, and individualized rubrics, improved her academic performance. The importance of identifying cognitive and psychosocial barriers and integrating holistic assessments to achieve inclusion and educational success is highlighted.