The pedagogical practice of acceptance paves the way to integrating those disadvantageous children who can only live their daily lives with support and would experience a learning process full of failures without the proper aid. Societal expectations and social integration can only meet successfully when the spirit of educational institutions and the attitude of teachers demonstrate an accepting attitude. The structure of the institution must furthermore undergo a transformation. When good practices are included in institutional regulatory documents and efforts are made to comply with them, i.e., the institution adapts to the individual needs of the child, then inclusion can be said to occur. Ensuring the conditions necessary for inclusion is a major challenge for the teaching community. Many creative initiatives launched for the purpose of implementing integration demonstrate that the harmonious cooperation of teachers, parents, and children is essential in the process. An example of such an initiative can be found in the second phase of our sensitising series.

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Children’s cognitive ability is the basis of all subject knowledge. It can qualitatively and quantitatively determine the content of the acquired curriculum, and its variation can significantly modify executive functions. There are a number of reasons for underachievement, including problems with genetic origin, parental expectations, the identity of the teacher, the class community, inadequate teaching methods, etc. These factors can trigger anxiety in students and not everyone may have the right coping strategies. The aim of our research is to establish a cognitive ability profile that focuses on the cognitive factors underlying mathematical abilities and the affective factors that influence them. Our research included at 10–15-year-old students in 8 Hungarian primary schools and explored the extent to which symptoms of anxiety affect mathematical performance. Our measuring instruments were the Pedagogical Examination of Dyscalculia and the Math Anxiety Test. The results were examined in the context of mathematical performance. Our research is also relevant in pedagogical practice, because it advances understanding of the cognitive and other psychological processes underpinning children’s performance, and thus can help them to achieve the best performance to their abilities more effectively. In this way, we can provide them with mathematical and self-knowledge that is useful in everyday life.

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