Download Specific Learning Disabilities (SLD) have become a complex and widespread phenomenon within the school environment and require close attention from teachers and educators working in schools, who are called upon to identify children experiencing difficulties through appropriate tools and timely interventions. Early identification of difficulties and the implementation of strategies for implementing enhancement activities are two key steps in supporting and motivating students with learning difficulties.
This thesis focuses on a screening conducted at the Marcelline Institute in Lecce, the school where I teach mathematics. The screening was administered to three elementary school classes, one second-grade class, and two fifth-grade classes, with the aim of gathering data useful for identifying any specific educational needs and subsequently initiating targeted development programs.
The main objectives of the intervention were to identify early signs of learning difficulties, observe students' responses to brief reinforcement activities, and reflect on the effectiveness of screening as a tool to support daily teaching.
The enhancement lasted less than six months, as the entire process began in January and ended in early April.
The choice to involve only three classes was not made by chance: these are in fact the classes in which I work directly as a teacher.