Dyslexia: An Altered Brain Architecture
Felice Corona, Francesco Perrotta, Emilia Tartaglia Polcini and Carla Cozzarelli
DOI : 10.3844/jssp.2012.235.237
Journal of Social Sciences
Volume 8, Issue 2
Problem statement: Dyslexia is defined as a syndrome belonging to Specific Learning Disorders, DSA code F81.0. Its most visible manifestation is the difficulty that subjects have to correctly read out loud and quickly. These impediments are not due to lack of linguistic intellectual abilities, not education, or properly to external causes sensory deficits. Approach: The objective was oriented in the verification, in the construction and examination of courses and projects likely to involve the recognition and social relationships, education of dyslexic children in relation to which still struggles to make a path of inclusion, integration and full acceptance in any context and priority in school. Results: Following a Memorandum of Understanding between the Ministry of Education, the Foundation Telecom Italy and the Italian Dyslexia signed in Italy, has been pursued for the purpose of promoting research-action on the DSA from the local school. Conclusion: The main parameters that we propose pay attention to cognitive factors, emotional and relational processes that underlie learning designed.
© 2012 Felice Corona, Francesco Perrotta, Emilia Tartaglia Polcini and Carla Cozzarelli. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.