Early observation and inclusive approaches for supporting specific learning disorders in early childhood education

Abstract

The article explores the importance of early observation and an inclusive educational approach for recognizing and supporting Specific Learning Disorders (SLDs) in preschool-aged children. Early childhood education plays a crucial role in the initial identification of signs of difficulty, even in the absence of definitive diagnostic criteria for younger children. The main theoretical models of SLDs – nativist, empiricist, neuroconstructivist, and multifactorial – are analyzed to better understand how the interplay between genetics, neurobiology, and environment influences learning difficulties. The article emphasizes the importance of screening tools such as IPDA and SR 4-5, while acknowledging their epistemological limitations, for accurate assessment and the creation of personalized educational pathways.

The systemic approach adopted promotes an integrated view of the child, taking into account social, emotional, and family dynamics in the observation process. Additionally, the centrality of collaboration between school and family is highlighted as essential for effective educational support and the development of an inclusive educational plan. This inclusive model not only facilitates individual growth but also values diversity, promoting an ethical and welcoming educational culture.