Download This thesis work analyses the path of the students with Specific Learning Disorders (SLD), placing emphasis on the integration between the strengthening of neuropsychological skills and the management of the emotional-relational dimension.
Starting from a theoretical framework based on the neuroconstructivist approach, the paper delves into the cognitive mechanisms underlying reading and writing processes, highlighting how the multifactorial nature of SLD requires highly personalized interventions.
The research focuses on the distinction and complementarity between specialized rehabilitation interventions and afternoon tutoring activities, highlighting their synergistic role in supporting students with DSA.
Through the analysis of two clinical cases, we illustrate how similar diagnostic profiles can be associated with profoundly different emotional experiences and attitudes towards study.
In the first case, a fragile sense of self-efficacy emerges, offset by a good acceptance of compensatory tools; in the second, however, a solid perception of competence is observed, accompanied by an identity-based resistance to compensatory measures.
The use of digital tools to enhance skills and qualitative questionnaires to explore the emotional dimension highlights how the effectiveness of treatment depends on building a positive relational climate and constructive error management.
In conclusion, the thesis supports the need for comprehensive care, in which the adult assumes the role of not only a cognitive but also an emotional mediator, promoting the development of autonomy, psychological well-being, and active participation in the student's learning journey.