Download This thesis work was born with the aim of exploring the nature of the difficulties of students with DSA in two Italian regions, both in school and outside school, observing the role of the main professional figures who act on the student during the course scholastic, and examining which compensatory and dispensatory tools are promoted to facilitate study and promote autonomy and awareness in the student.
The cornerstone of this thesis work is the belief that an effective educational action by the school should be based on the ability to help and support the student to perceive the educational places - and perceive himself - in a positive way, making him participate in the progress of his own training.
This work is composed of a first part where the nature of the Educational needs Specials (BES), in particolare of the DSA e le their technical manifestations and classifications, analyzing the regulatory system that distinguishes this disorder. The professional figure of the Learning Tutor will be described and what characteristics differentiate him from other figures who support and accompany the student with DSA along the academic path. Therefore, the opinion of those who are constantly in contact with children and young people appears relevant: the teachers. Their point of view is very important - or perhaps the most important - consequently their knowledge about these disorders, the training acquired and the educational techniques and processes applied to support the learning process in the classroom have a decisive impact on the student himself. .
In the second part it was considered useful to draw up a questionnaire and ask the teachers of some primary schools in two different areas to complete it: Florence, Fiesole, Scandicci (FI) and Acquaviva delle Fonti (BA). The two areas, which are heterogeneous from a geographical, environmental and cultural point of view, were compared in order to understand the educational conditions in which teachers operate, the scholastic realities, the difficulties in activating diversified strategies and tools and any suggestions on theme. Taking advantage of the experience acquired over years of study and work in specialized after-school activities, the need was felt for greater collaboration between internal and external figures within the school institution. This is why, through the questionnaires, we wanted to highlight the observations of the school curricular staff and make them reflect on these issues, proposing a figure who can support them, through inclusive teaching.
Finally, we attempted to show the relevance that the figure of the Tutor represents within the classroom context, both as a support to teachers in dealing with the daily difficulties of children with DSA, and in the use of a fundamental tool, namely the Piano Didactic custom (PDP); going to describe the basic principles for effective teaching, highlighting the importance of building (between educator and student) a collaborative and constructive dialogue for the personal and cognitive growth of the student.
This thesis work is the result of evaluations due to personal experience in the field of tutoring and educational services regarding students with special educational needs, in particular with specific learning disabilities.