Download Specific Learning Disabilities (SLD) are a growing phenomenon, and this has led to important developments in scientific research in the educational and clinical fields. This thesis analyzes SLD in the school context, highlighting the crucial role of teachers in promoting students' academic success and emotional well-being.
Learning disabilities (LDs) are neurodevelopmental conditions that impair the acquisition of reading, writing, and/or arithmetic skills, despite normal or superior intellectual functioning. This study describes the neurobiological basis, risk factors, and predictive indicators, highlighting the importance of early identification and adequate, timely support to reduce the disorder's impact on learning and socioemotional development.
Particular attention is paid to cognitive styles, learning styles, and different teaching methodologies: students with learning disabilities (LDs), in fact, have specific ways of processing information, typically favoring visual, auditory, or kinesthetic channels over traditional reading and writing approaches; consequently, they benefit from flexible and multimodal teaching strategies.
The thesis also illustrates the potential emotional and psychological consequences of learning disabilities (LDs), highlighting how repeated academic failure can lead to feelings of inadequacy, frustration, low self-esteem, anxiety, and demotivation. The role of teachers is therefore crucial for early identification of difficulties and for implementing personalized and effective educational and teaching interventions. This addresses the need for an inclusive, versatile, and empathetic educational and teaching approach, in which cognitive, emotional, and relational dimensions are integrated to promote academic success and the student's overall well-being.