Download This paper is based on the presentation of a clinical case involving a girl attending the second grade of primary school, with a history of previous language difficulties. The first neuropsychological evaluation, carried out in March 2021 by Dr. Daniela Gallo, highlights the presence of a Expressive Language Disorder (F80.1) still active, with significant repercussions on learning to read and write, such as to configure a high risk of developing a Specific Learning Disorder in the field of reading and writing (Developmental Dyslexia F81.0 e Developmental Dysorthography F81.1).
Following the assessment, the child embarked on a program with me to strengthen her deficient skills. Two additional neuropsychological assessments were conducted over the years, one at the end of the third and one at the end of the fifth grade of primary school, followed by a second cycle of treatment. In preparation for the transition to middle school, a specific program was also initiated to develop a metacognitive study method and to acquire the effective use of compensatory tools and expedient measures.
The paper initially proposes a synthetic theoretical framework of the Specific Learning Disabilities, to then delve deeper into the evolution of Margherita's scholastic, clinical and personal path.
The aim of the work is to present in detail the data emerging from the three neuropsychological evaluations and the clinical choices that guided the intervention, assuming the concept of Quality of Life as an interpretative framework for the entire journey.
The case described highlights the importance of early diagnosis and personalized interventions in promoting positive academic and personal development, fostering the development of a sense of self-efficacy, confidence in one's abilities, and autonomy.
Margherita currently attends middle school with serenity and autonomy, consciously using the compensatory tools and dispensatory measures at her disposal.