Qualitative and quantitative revaluation of specific learning disabilities: a multicentric study

Area of Science:

• Neuroscience
• Developmental Psychology
• Educational Psychology

Background:

• Specific learning disabilities (SLDs) encompass dyslexia, dysorthography, dysgraphia, and dyscalculia, impacting academic skills while preserving general intellect.
• Diagnosis of SLDs follows DSM-5 criteria.
• This study evaluates the implementation and longitudinal impact of Italian Law N° 170 for children diagnosed with SLDs.

Purpose of the Study:

• To assess the effectiveness of Law N° 170 in supporting children with specific learning disabilities.
• To analyze the evolution of academic and therapeutic interventions over time.
• To identify factors influencing the improvement of children with SLDs.

Main Methods:

• A cohort of 75 children (7.8–16 years) with SLDs participated.
• Standardized age- and school-appropriate instruments were used for re-evaluation.
• A two-part questionnaire assessed parental/carer and child perspectives.
• Statistical analysis explored correlations between improvement and IQ, age, law implementation, and support services.

Main Results:

• Most children receive school support under Law 170 and attend speech/neuropsychological therapy and after-school programs.
• The application of Law 170 in schools is partial and incomplete.
• Interventions outside of school appear more consistently implemented.

Conclusions:

• Pedagogical measures are crucial for integrating children with SLDs into the classroom.
• Strengthening children's capacities requires specific interventions aligned with legislative decrees.
• Consistent and complete implementation of supportive laws is essential for children with learning disabilities.