Regarding the neuro-cognitive principles of 'Learning Disability and Dyscalculia', the activation anomaly of 'numerical magnitude processing', visuo-spatial working memory, and symbolic number representation between the 'Intraparietal Sulcus (IPS)', 'Dorsolateral Prefrontal Cortex (dlPFC)', and 'Ventral Occipito-Temporal Cortex' of the brain under 'Dyscalculia' analyzed by Istvan Zollei and other neurologists, along with the interrelationships of the 'Triple-Code Model' (Visual Arabic number form, verbal auditory word form, and analog magnitude representation) propounded by Stanislas Dehaene, and their implications for modern primary inclusive classroom teaching, remedial numeracy pedagogy, and the enhancement of emotional regulation, multi-sensory mathematical approach, and visuo-numerical alignment in students: which of the following statements is most appropriate and true?