A Multidisciplinary Approach in the Care of Specific Learning Disorders
Maria Teresa Bruno, Marialisa D’Urso
A case study of the assessment and rehabilitation of a 7-year-old girl with a mixed-type specific learning disorder, with dyslexia and dysorthography. In both the diagnostic and evaluative, and the rehabilitative phases, the study made use of a multidisciplinary approach. Specifically, the rehabilitation programme involved both the cognitive sphere of reading and writing skills and emotional and motivational aspects. In addition to the enhancement programme, which worked on instrumental school skills, the patient followed an experiential group programme for the development of creative skills and the promotion of positive emotions, lasting 3 months. The rationale followed was that of global care of the child’s needs. The results highlighted, on the one hand, quantitative improvement data in initially impaired reading and writing skills, thanks to the effects of the enhancement project. On the other hand, a series of qualitative improvement data in the girl’s functional behaviour at home and at school was observed. This entailed a more positive approach and more motivation towards schoolwork and school in general, and emotionally an improvement in self-esteem and in the sense of self-efficacy.
Keywords
Specific learning disorder, Case study, Treatment, Multidisciplinary approach.
