Download This dissertation addresses the topic of Specific Learning Disabilities (SLD), focusing not only on the learning difficulties they entail but also on the emotional and identity-related repercussions for students. Dyslexia, dysorthography, dysgraphia, and dyscalculia can compromise the acquisition of fundamental academic skills, generating feelings of frustration, demotivation, and low self-esteem, especially when there are no adults capable of recognizing and supporting these difficulties.
The central theme of the work is support: support understood not only as emotional closeness, but also as educational competence, leadership skills, and the valorization of individual potential. It is precisely through the presence of trained adults that students with learning disabilities can develop a positive self-image and strengthen their motivation.
The thesis is divided into four chapters:
- the first defines DSA from a theoretical and normative point of view;
- the second analyses the role of the school in inclusion;
- the third explores the role of the family in the support process;
- The fourth explores the concept of self, the link between self-esteem and learning, and the perception of failure.
The goal is to create a truly inclusive environment, capable of valuing diversity and promoting an educational culture that looks beyond challenges, accompanying and supporting each student on their journey.