Specific Learning Disorders and teachers’ professionalism

Abstract

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
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
skills acquired by the teacher release his professionalism from a sense of education failure?
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).