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School well-being in students with SLD

Positive development factors for constructing adulthoo

Ciro Ruggerini, Sumire Manzotti, Omar Daolio, Giovanna Lami

Product: Book

Trim size in cm: 17x24

Pages: 326

ISBN: 978-88-590-1243-6

Publication date: 01/01/2017


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The condition of «school well-being» is incredibly relevant to that of «well-being» when faced with choices that society imposes in adulthood. This is what has emerged from the two studies, described in this book, about children with SLD moving into adulthood.
These studies were set off by the idea that we can update our support practices by assessing both outcomes in adulthood and what factors contributed to these differing results. The studies demonstrate that we can identify significant factors both in the family environment and the school and healthcare setting and suggest that all these factors are susceptible to positive activation.The condition of SLD is constantly being enriched with new studies coming from quite different perspectives: neurology, neuropsychology, developmental psychology, lifespan psychiatry, pedagogy, psychopedagogy and sociology.  In this vastness we must produce an updated summary which encourages coherent practices and synergic interventions aimed at promoting the well-being of the individual. This book was conceived as a tool for the popularisation, among the various agencies of the same community (families, schools and the healthcare service), of a shared culture regarding specific learning disorders.


Foreword. Our roots and the «third culture» (Ciro Ruggerini, Sumire Manzotti, Omar Daolio, Giovanna Lami)
A slow moving PARCC (Revision and Updating Panel of the Consensus Conference) (Mario Marchiori)
Towards effective synergy between medicine and pedagogy (Luciano Rondanini)
Collaboration between public, private and the third sector and an increase in effective support: how to remain an institution that learns (Luciana Bianchera, Maria Gloria Gandellini)

PART ONE. Complexity and integration in knowledge regarding SLD
Introduction (Ciro Ruggerini)
The multiple areas of knowledge and «critical points» (myths) in the current debate on SLD (Ciro Ruggerini, Sumire Manzotti, Omar Daolio)
On the characteristics of «neurodevelopmental disorders». The notion of development and the factors that determine it: ecotypic, genetic and epigenetic (Ciro Ruggerini, Omar Daolio, Sumire Manzotti)
The objective of development from a multi-disciplinary perspective (Ciro Ruggerini, Sumire Manzotti, Omar Daolio)
The use of knowledge in the community environment: the WHO's proposal for a «care» model for chronic conditions (ICCC) (Ciro Ruggerini, Sumire Manzotti, Omar Daolio)

PART TWO. Empirical research on children with SLD moving into adulthood
Introduction (Ciro Ruggerini)
Positive development factors in dyslexia at a young adult age: follow-up research (Ciro Ruggerini, Sumire Manzotti, Omar Daolio, Lorenzo Bassani, Simona Tagliazucchi)
SLD and development programmes: risk factors and protective factors. Results of a «narrative-based» survey (Carla Urbinati)

PART THREE. The notion of school well-being and the factors fostering it
Introduction (Ciro Ruggerini)
Encouraging competent teaching and development (Marialuisa Boninelli)
The creativity of teachers as «mediators»: a «narration of self» programme supporting identity (Margherita Plebs)
Parents in Modena: origins and development of a tale of active citizenship (Giovanna Lami)
A project (and model) of training in a school community: «The effort involved in studying» (Patrizia Badiali)
The role of specialists in the healthcare system: the characteristics of a diagnosis of a SLD or neurodevelopmental disorder (Ciro Ruggerini, Sumire Manzotti, Omar Daolio)

PART FOUR. Current practices and ideal practices for encouraging school well-being and developmental «blossoming»
Introduction (Ciro Ruggerini)
Local governance and collaboration between parents, teachers and the healthcare service: an urban experience (Marina Enza Locatelli)
Children with SLD and multiple vulnerability factors: the «We can fly!» project (Monica Ploia, Cinzia Salardi, Clara Cestari, Maria Averoldi)
«Autonomy+»: sharing, self-awareness, agency. An after-school project in the Val d’Enza (Annamaria Agosti, Mariachiara Canovi)
Towards ideal practices. The use of scientific knowledge in community practices aimed at innovation: a potential application of the ICCC model (WHO, 2002) (Ciro Ruggerini, Sumire Manzotti, Omar Daolio)