TY - JOUR AU - Lombardi, Maria Grazia PY - 2014/12/18 Y2 - 2024/03/28 TI - Specific Learning Disorders and teachers’ professionalism JF - Formazione & insegnamento JA - F&I VL - 9 IS - 2 SE - Articles DO - UR - https://ojs.pensamultimedia.it/index.php/siref/article/view/1047 SP - 91-100 AB - This work provides a moment of reflection as part of a wider study that guides my research entitled “Relational-scholastic uneasiness and didactive-educational skills”. I use “relational-scholastic uneasiness” term to define the concept of uneasiness as the emotional state that arises in the educational relationship and<br />sees in that relationship a possible preventive tool. Can the teacher’s didactiveeducational skills guide to a responsible educational relationality? In the specific case of Specific Learning Disabilities (DSA) we wonder: on the one hand, can the teacher’s pedagogical planning reduce the risk of making chronic the difficulties of the child with the DSA? On the other hand, can the<br />skills acquired by the teacher release his professionalism from a sense of education failure?<br />These are the basic questions that drive the following work, an analysis of a vast and complex topic that doesn’t certainly claim to be exhausted, but arises a moment of reflection and simultaneously challenge because it’s directed to guide the complexity of teaching profession in educational complexity of specific learning disabilities (DSA). ER -