Download This thesis is dedicated to the in-depth analysis of the psychological aspects that are often underestimated and taken little into consideration within an already complex picture in itself which is characteristic of subjects with Specific Learning Disorders.
To better understand its complexity, it is important to use an integrated approach that correlates all aspects of the disorder, thus not neglecting the emotional, psychological, neuropsychological and relational aspects that characterize it.
A broader view above all allows clinicians to initiate more in-depth evaluation, diagnostic and intervention paths with the ultimate aim of ensuring the psychological well-being of the individual.
DSA have a very ancient origin, a brief historical excursus shows the path taken up to the approval of the specific law on DSA or law 170 of 8 October 2010 "New regulations regarding specific learning disorders in schools" (Published in the Official Gazette No. 244). This law represents an important turning point and among the aspects it brings out, we recall the importance of greater cultural and professional reflection on what it means to carry out the teaching function today and how fundamental the role of educational institutions in guaranteeing the introduction of compensatory tools and dispensatory measures for the purpose of improving the quality of life of individuals with DSA.
The school institution therefore becomes a place of construction and transformation of knowledge in favor of a cognitive change characterized by critical and reflective and consequently effective or metacognitive thinking. Metacognitive teaching represents an excellent starting point.
Failure to recognize the disorder or attribute it to other causes translates into maladaptive attitudes of teachers and family, thus contributing to the increase in related psychological problems.
Recognition of the problem is therefore of fundamental importance: the teacher is in a privileged position for observation and is therefore responsible for recognizing the first signs of difficulty. His early intervention can be of great help.
The impact that the perception of disability has on a person's social, emotional, educational and professional functioning can be significant depending on life circumstances, interpersonal relationships, individual strengths and weaknesses.
Until adulthood, DSA can have a negative effect on the person's overall functioning.
In fact, clinical experience and research data indicate that learning disorders often occur in association with emotional and behavioral disorders due to great emotional suffering during childhood and adolescence (Mugnaini et all., 2008).
In order for each person with DSA to be able to better experience their difficulties and overcome failures, it is considered relevant that they are characterized by some personal resources such as: SELF-EFFICACY and INTERNAL LOCUS OF CONTROL. When these resources are lacking, the most widespread emotional symptom of all, ANXIETY, arises. And this feeling of not being able to control adverse behaviors can lead the subject to take refuge in the so-called LEARNED HELPLESSNESS.
DSA therefore very often presents various COMORBIDITIES. Specifically, comorbidity can be:
- INTERNAL (among the different subtypes of DSA: dyslexia, dysorthography, dysgraphia, dyscalculia)
- EXTERNAL (with other psychological and medical conditions
A first step to proceed in the direction of an integrated and broader approach to the evaluation of DSA is to know the existence of tests and questionnaires for individual or collective administration, filled in by the interested party or by family members. They bring to light some of the potentially pathological emotional aspects of people characterized by DSA.
They are often associated with more specific diagnostic tools and provide a valid interpretation of the individual's well-being, thus favoring the design of targeted interventions.
Subsequently we can proceed with the implementation of some useful strategies directed at the child or at the parents or at the school.
For example, a future objective could be to include psychological aspects in diagnostic protocols and extra-curricular intervention programs. The specific and clear diagnosis of the identified difficulties remains fundamental, but this alone cannot resolve all psychological problems.