Dislessia e complessità didattica della lingua inglese nei contesti scolastici italiani: proposta di un approccio multisensoriale ed interattivo

Autori

  • Paola Aiello Università degli Studi di Salerno
  • Diana Carmela Di Gennaro Università degli Studi di Salerno
  • Stefano Di Tore Università degli Studi di Salerno
  • Maurizio Sibilio Università degli Studi di Salerno

Abstract

In the National Guidelines of the Ministry of Education, Italian educational policy supports the importance of foreign language learning for all students. This goal is difficult to achieve for dyslexic
students, particularly when the language of study has an opaque orthography such as the English language. For this reason, it is required that educational research identifies new teaching-learning
strategies which, through personalized pathways, could enhance the potential of all students to promote their educational success.
With this aim the proposal of the present work is to integrate the suggestions of multisensory teaching methods with the potential offered by interactive software in order to identify effective ways
to deal with the complexity of English language learning for students with dyslexia. This work proposes an educational intervention that, by training specific language functions, provides an added value to the compensatory logic suggested by the Italian legislation on specific learning disabilities.
The software, which is currently in the development phase, is proposed as a teaching-learning tool to adopt alternative didactic strategies that can create the basic conditions to overcome exemption measures when it is not strictly necessary.

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Pubblicato

2014-11-03

Fascicolo

Sezione

III. ESITI DI RICERCA (a. ricerca qualitativa e quantitativa; b. Strumenti e metodologie)

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