A criança com dificuldade de aprendizagem: triagem psicológica na escola

Introduction: The school is an essential environment for learning and socializing. Learning difficulties have different origins, due to intellectual disabilities or difficulties arising from the context, thus, psychological assessment is an important guide for school inclusion procedures. Objective: Identify the relationship between children who had difficulties in the classroom, as reported by teachers, and children with psychological characteristics suggestive of intellectual disability. Materials and Methods: Quantitative research, in an intervention research model with 20 children between 7 and 10 years old from five public schools in the municipality of Criciúma, Santa Catarina. Participants underwent psychological testing with the WASI and TDE instruments, the data were analyzed using descriptive statistics, percentage and frequency with the SPSS software. Results: It was observed that 15% of the children had an extremely low index in the WASI and 12 children had a lower classification in the TDE. Conclusion: It was identified that more than half showed signs of school delay due to learning difficulties, and less than half showed signs of intellectual disability.