Learning Difficulties and Disorders: Representations of teachers in the Veneto Region
Enrica Donolato, Renzo Tucci, Irene C. Mammarella
In the last few years school difficulties and learning disorders have received greater attention. Since 2010, when the national law on Specific Learning Disorders was enacted, both at a national and regional level, several laws have been proposed in order to regulate early identification procedures, diagnosis criteria and communication processes between schools and healthcare. However, teacher representations systems about school difficulties today are still not clear. The aim of this paper was to analyse the representations of teachers on the presence of Learning Disorders in the Veneto Region school system and their perception about available resources at school.
Keywords
Learning Disorders, teachers’ representations, national and local law for learning disorders.