In the context of educational psychology and specific learning disabilities, which of the following statements is most scientifically and logically accurate regarding the identification and mathematical difficulties of students suffering from 'Dyscalculia'?

→ In the context of the neuro-cognitive principles of 'Learning Disabilities and Dyslexia', under Stanislas Dehaene's and modern neuroscience's 'Phonological-Visual Disconnectivity Model' involving the brain's 'Ventral Visual Word Form Area' (VWFA: left occipitotemporal junction), 'Superior Temporal Gyrus' (STG: part of Wernicke's area), and 'Arcuate Fasciculus', regarding the activation discrepancy of audio-visual integration, grapheme-phoneme mapping, and word-meaning processing, and the interrelationships of the 'Double-Deficit Hypothesis' (deficits in both rapid naming and phonological awareness) propounded by Maryanne Wolf and Patricia Bowers, along with their implications for modern primary inclusive classroom instruction, the phonological-based Multisensory Structured Literacy Approach (Orton-Gillingham Based Multisensory Approach), and the enhancement of reading fluency, spelling accuracy, and overall literacy proficiency in students, which of the following statements is most appropriate and true? → In the context of the neuro-cognitive principles of 'Learning Disabilities and Dyslexia', under the 'Phonological Deficit Model' proposed by Shaywitz & Shaywitz, the activation discrepancy of audio-visual integration, phonological decoding, and orthographic mapping among the 'Left Temporo-Parietal Junction', 'Inferior Frontal Gyrus' (Broca's Area), and the 'Occipito-Temporal Word Form Area' (Visual Word Form Area - VWFA) of the brain, and the interrelationships of Uta Frith's 'Three-Stage Model of Reading Development' (Logographic, Orthographic, and Alphabetic phases), and their implications for modern primary inclusive classroom teaching, multisensory phonics, and Structured Literacy Pedagogy in enhancing phonemic awareness, word recognition fluency, and overall reading proficiency in students—which of the following statements is most appropriate and true? → When critically analyzing the models of Action Research developed by Stephen Corey and David Hopkins in the context of improving teaching methods, if a teacher conducts a rapid and practical research cycle to evaluate the efficacy of a 'Remedial Teaching Method' for students struggling with a specific reading disability (such as dyslexia) in their classroom, which of the following statements most authentically elucidates its ontological and methodological characteristic? → In the neuro-cognitive context of the specific learning disability 'Dysgraphia' (writing and motor-graphic processing impairment), involving the neuro-muscular coordination failure among the 'Exrorial Motor Cortex / Motor Strip', 'Basal Ganglia', and 'Cerebellum', along with visuo-motor integration barriers and Alexander Luria's 'Functional Units of Brain' in relation to inclusive classroom teaching and 'Neuro-Dysgraphia Optimized Multisensory Kinesthetic Pedagogy', which of the following statements is most appropriate and true? → In the context of educational psychology and specific learning disabilities, besides writing difficulties, what major characteristics and underlying causes at the neurological and motor skills levels are observed in learners affected by 'Dysgraphia'? → Under the clinical classification of specific learning disabilities, when a student shows severe difficulty in visuospatial processing, inability to understand mathematical symbols, confusion in organizing the place value of numbers, and continuous failure in solving verbal and written mathematical problems, how is this neurodevelopmental disorder identified and which strategy is most effective for its primary diagnosis? → A 9-year-old student experiences continuous and severe difficulty while reading in class in seeing words in reverse order, changing the order of letters (such as reading 'was' as 'saw'), and distinguishing between visual symbols and alphabet letters. Their IQ is normal and they have no physical impairment related to hearing or vision. In clinical and educational terminology, what is this type of Specific Learning Disability called? → A 10-year-old boy in class faces difficulties such as reversing the letters of words during reading tasks (e.g., reading 'was' as 'saw' or confusing 'b' and 'd'), skipping lines while reading long sentences, and making severe spelling errors. However, his verbal intelligence, logical ability, and general knowledge are completely similar to other children of his age. These symptoms clearly point toward which specific learning disability?