Adnkronos Rome, October 7 (Adnkronos Salute) – In the past, dyslexic children were labeled as "unmotivated" or "lazy," but today, thanks to more accurate diagnostic tools and the law, they have the right to be identified and supported. Dyslexia Week began yesterday, an event promoted by the Italian Dyslexia Association to raise awareness, promote inclusive education, and recognize the talents of all.
The science dissemination portal "Doctor, is it true that…?", edited by Fnomceo, the Italian Federation of Medical Associations, points out that there are now regulations in place for children with dyslexia that guarantee them an equal educational path with their peers. "Dyslexia is a specific learning disability of neurobiological origin that affects reading. It is not a disease or an intelligence deficit, but a difference in brain function that makes it more difficult to read fluently and accurately," the experts point out. "It is incorrect to say that there are more cases of dyslexia today than in the past. Already in the 1950s, studies by Rutter and Yule had found a stable prevalence of around 5-8% of the school population. What has changed is the ability to recognize dyslexia."
Since 2010, Italy has had a clear regulatory framework recognizing Specific Learning Disabilities (SLD) and protecting students with them. Law 170 of 2010 represents a turning point: it establishes that children and adolescents with dyslexia, dysorthography, dysgraphia, and dyscalculia have the right to personalized teaching, appropriate tools, and assessment methods that take their characteristics into account. The law is complemented by Ministerial Decree 5669 of 2011 and the Guidelines of the then Ministry of Education, Universities, and Research (now the Ministry of Education and Merit), which define its practical application: how to draft a personalized learning plan (Pdp), which tools must be guaranteed, and how collaboration between school and family should take place. "It's a set of rules that has transformed school: no longer a place where those who 'fail' are left behind, but a space where every student must have the opportunity to express their abilities to the fullest," the experts emphasize.
DSA certification is the official document issued by the National Health Service or accredited centers. It is essential because it requires the school to implement the measures required by law, starting with the Personalized Learning Plan. Certification is not a simple 'label,' nor should it be. On the contrary, experts point out, it is a guarantee of protection: it allows the student's rights to be enforced. The law, however, allows the school to prepare a Learning Plan even before certification, if obvious difficulties arise. This means that the child's right not to fall behind cannot be suspended while waiting for formal documents.
What if rights are not respected? "When the PDP is not drafted, remains incomplete, or is not applied, the student risks experiencing school as a place of exclusion. Anxiety, loss of self-esteem, and school refusal may arise," they warn. "In these cases, families have the right to seek clarification, submit reports, and, if necessary, file appeals with the competent authorities. Recent international studies highlight how children with dyslexia and their parents experience not only learning difficulties, but also significant emotional and psychological burdens. Parents, in particular, report higher levels of stress and an often reduced quality of life, especially at the time of diagnosis and during daily support. They do not always have access to adequate methodological, educational tools, or psychological resources."
For this reason, it is essential that families also be supported by specialized professionals capable of offering targeted support. This way, parents can rethink their roles, building a more peaceful and productive relationship model, in which the child's growth is shared and supported by a network of alliances. A solid identity is born precisely from this coherence between what the child experiences at home and what they experience outside: a combination of recognition and listening that allows them to value their own characteristics in a dialogue with others that is no longer competition but an active exchange of perspectives and insights, the experts conclude.