Neuroscienze e Disturbi Specifici dell’Apprendimento: verso una «neurodidattica»?
Paola Damiani
This article aims to present an initial description that is still incomplete and fragmentary and concerns some aspects which help to open a discussion about the possible and/or necessary implications and fertilisation between neurosciences and education, with particular reference to the subject of qualifying and educational intervention for students with learning disabilities. The proposal of the new word «neuroeducation» is to be understood in almost provocative terms: the aim is to draw attention to the necessary changes to the professionalism (and the professionalisation) of teachers, to integrate and enhance all the aspects comprising the teaching and learning processes, including the corporeal and neuropsychological aspect, in a perspective that must remain educational.
