Download I Specific Learning Disorders (SLD) These are neurobiological conditions that impair the automatic acquisition of reading, writing, and arithmetic skills, even in the absence of cognitive or sensory deficits or inadequate educational opportunities. Early identification and the adoption of appropriate intervention strategies are essential to reducing the impact of the disorder and promoting more effective and inclusive learning. In particular, the use of compensatory tools and remedial measures has proven essential in supporting the academic progress of students with SLD, promoting their autonomy, motivation, and academic success (Stella, 2004).
This dissertation explores the diagnostic process and support interventions for students with learning disabilities (LD) through the clinical case study of Martina, an adolescent with mixed learning difficulties. The intervention was structured by prioritizing personalized teaching strategies, remedial measures, and compensatory tools, without requiring specific rehabilitation, in line with recommendations for adolescents with learning disabilities (Cornoldi & Zamperlin, 2018). A central role was attributed to the use of the iPad as a compensatory tool, which facilitated study organization, access to learning content, and the development of greater autonomy.
The indications provided by the 170 / 2010 law and the most recent guidelines confirm the importance of a personalized and multidisciplinary approach, based on collaboration between school, family, and professionals. The results highlight how targeted intervention can promote not only academic success, but also emotional well-being, self-confidence, and the development of an effective and sustainable study method.