Disturbi Specifici dell’Apprendimento: potenziare o compensare?
Giuseppe Giorgio Francesco Zanzurino
Despite there being significant agreement among experts (researchers and clinicians) on the use, right from the earliest stages of learning, of compensatory and dispensatory tools in order to guarantee high quality learning of concepts for children with SLDs (Law 170/2010), the tendency to rehabilitate (develop deficit skills) well beyond the first years of primary school is very common. In many cases the use of tools is seen as a sign that rehabilitation has failed, and as a sort of last resort for children with SLDs. In this article we question the wisdom of this attitude and the consequences that could come about from excessively postponing the introduction of some tools for the development of knowledge and on the attitude and motivation of the student towards studying and the tools themselves.
Keywords
Remediation, effective, strengthen, compensate, scholastic phase.