Abstract

Our work is based on some clinical observations that show that several students with Specific Learning Disabilities (SLD) decline the use of the compensatory tools and dispensatory measures contemplated in the personalized learning plan. International studies confirm these clinical observations. We hypothesized that the emotions felt by the student during the diagnosis communication and afterwards, as well as parents', teachers' and schoolmates' reactions, could enhance or block him/her in adopting compensatory and dispensatory measures. Thus we realized a self-report questionnaire aimed to explore the students emotional and cognitive reactions to the SLD diagnosis, and the reasons for the eventual refusal to use compensatory and dispensatory measures. The present research has been conducted on a group of 100 Italian students with a SLD diagnosis, attending from the 3rd class of primary school to University. The results seem to confirm the hypotheses and pave the way for a further more in-depth study.