Evolving Approaches to Specific Learning Disorders: A Multifaceted Intervention Landscape

Maria Giovanna Tafuri; Mariam Maisuradze; Mattia Caterina Maietta

doi:10.1007/s12144-023-05568-z

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Evolving Approaches to Specific Learning Disorders: A Multifaceted Intervention Landscape

Maria Giovanna Tafuri, Mariam Maisuradze, Mattia Caterina Maietta

Abstract

Intervention methods for specific learning disorders are constantly evolving. Psychotherapy and emotional-relational support are effective interventions; in Italy, these interventions are psychoanalytic or psychodynamic in nature. There is also “deficit-centred training”, which brings about real improvements, and “modality training”, which works on intact components in order to make them substitutable. It should be remembered that initially, intervention for learning disorders focused on teaching the specific skill and its components. Other studies have led to intervention programmes on general visual-perceptual, linguistic and psychomotor skills, but with the wrong intention, namely to eliminate learning disorders. Children/young people with learning disorders inevitably have deficits in basic skills such as visual and auditory perception, spatial and temporal organisation, memory, language, thinking and psychomotor skills, i.e. the very skills that enable learning. Learning disorders have organic roots such as low birth weight, factors related to pregnancy, childbirth, external environmental factors, genetic factors, and childhood illnesses; or non-organic roots such as socio-cultural factors, the role of the family, and emotional components. We also know that these disorders do not disappear in adulthood, but tend to become more pronounced and take on further specific characteristics.

Keywords

Specific Learning DisordersIntervention StrategiesRole of A.I.

References

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Evolving Approaches to Specific Learning Disorders: A Multifaceted Intervention Landscape

Abstract

Keywords

References

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