Design didactics with the contribution of Neuroscience to foster learning of students with a Specific Learning Disorder

Education is a fundamental human right for guaranteeing the realization of other rights. In this overview the Neuroscience are able to provide teachers with advantageous information in order to design appropriate didactics for the development of functional skills for learning and active citizenship (Della Sala, 2016; Frauenfelder, Rivoltella, Rossi, Sibilio, 2013; Unesco, 2015). The contribution presents a case study concerning 30 students’ with a Specific Learning Disorder who have followed a didactic rehabilitation program supported by the hypothesis that in these students’ local perception takes place before the global one (Franceschini, Bertoni, Gianesini, Gori e Facoetti, 2017). The scientific contribution which has also been achieved from the studies, recognizes the importance of movement which is at the basis of mental representation and metacognition incited by active teaching (Peluso Cassese, 2017; Tino, Fedeli, Mapelli, 2019; Cornoldi, Friso, Palladino, 2006). The results of the students who attendes the program have been encouraging