Biomedical Engineering Reference
In-Depth Information
right to learn and study in individuals with SLDs (Repubblica Italiana 2010). This law
provides indications regarding the type of path that should be taken in each individual
case to be organized within the school system. This approach, defined as a Personalized
Didactic Plan, is to be drawn up by the school via the Class Council with the collabo-
ration of the specialists who have made the diagnosis and assumed responsibility for
rehabilitation.
It is therefore a “right” for students of any order and level (also in universities) to have
access to compensatory tools and dispensatory strategies. With regard to the former (com-
pensatory tools), AT can be of great benefit, using tools ranging from a simple calculator
to a computer equipped with textbooks in digital format; an example of a dispensatory
strategy would be a reduced workload, to be set with close attention to quality rather than
quantity, or, with regard to foreign languages (in Italy, for example, English) it would be
legitimate to focus upon oral rather than written aspects when setting didactic objectives.
At the same time, it is a “duty” for schools and teachers to know these tools and to per-
mit and promote their use, enabling children and young people to understand how these
techniques and tools represent an opportunity to favor the emergence of their potential
and intelligence, which otherwise risk remaining unexpressed, giving rise to considerable
frustration, rather than instruments for labeling them as incapable, which unfortunately
often occurs. The risk that children and young people perceive the suggested tools as an
advantage or as assistance granted because “in any case they aren't able” is closely linked
to the still limited knowledge of SLDs in many countries (including Italy) and the fact
that, culturally, these difficulties do not yet form a part of our habits and culture. In other
words, a child with dyscalculia “needs” a calculator or a Pythagorean table just as a short-
or long-sighted child “needs” glasses. However, although a teacher would never dream of
requiring a child to fulfill a task without glasses, should he or she need them, calculators
or conceptual maps are frequently taken away from children with a SLD because of an
absurd and incomprehensible sense of “justice” with regard to the others (who, not having
a SLD, do not have any need for compensatory tools to practice their skills).
Here it should be emphasized that the use of tools provided by AT should always be
studied and organized by the school with the assistance of the specialists concerned, who
will be able to provide the most specific indications on a case-by-case basis that are linked
to the diagnosis and particular neuropsychological profile of each child/young person
and, using the appropriate tests, identify the most suitable enabling (exercise-based) and
compensatory tools. This agreement between the specialists and the school must naturally
be shared and accepted by the family.
The diagnostic criteria are those established by international classifications:
DSM IV (APA 2000): Learning Disorders/Academic Skills Disorders [315] are diag-
nosed when
• The results obtained by the subject in individually administered standardized
tests on reading, mathematics, or written expression are significantly lower
than to be expected on the basis of age, education, and level of intelligence;
• Learning problems interfere in a signiicant manner with school results and
with everyday activities requiring reading, mathematical, and written abilities.
ICD-10 —Diagnostic characteristics (WHO 1992): Specific developmental disorders
relating to scholastic abilities F81
• These are “disorders in which the normal patterns of skill acquisition are dis-
turbed from the early stages of development. This is not simply a consequence
Search WWH ::




Custom Search