Littérature scientifique sur le sujet « Disturbi specifici di apprendimento »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les listes thématiques d’articles de revues, de livres, de thèses, de rapports de conférences et d’autres sources académiques sur le sujet « Disturbi specifici di apprendimento ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Articles de revues sur le sujet "Disturbi specifici di apprendimento"
Barone, Luigi. « La nuova legge n. 170/2010 sui disturbi specifici di apprendimento ». MINORIGIUSTIZIA, no 3 (février 2011) : 239–47. http://dx.doi.org/10.3280/mg2010-003024.
Texte intégralTinti, Francesca. « la musica e il potenziamento dei prerequisiti di apprendimento ». International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no 1 (11 juin 2016) : 315. http://dx.doi.org/10.17060/ijodaep.2015.n1.v1.94.
Texte intégralTobia, Valentina, et Gian Luca Marzocchi. « Il benessere nei bambini con disturbi specifici dell'apprendimento e nei loro genitori : uno studio pilota con il questionario sul benessere scolastico - versione per genitori ». RICERCHE DI PSICOLOGIA, no 4 (mars 2013) : 499–517. http://dx.doi.org/10.3280/rip2011-004004.
Texte intégralZanini, Sergio, et Alessandra Pizzardi. « Disordini dell'apprendimento in epilessia : ruolo dell'epilessia e ruolo della terapia antiepilettica ». CHILD DEVELOPMENT & ; DISABILITIES - SAGGI, no 3 (avril 2012) : 109–22. http://dx.doi.org/10.3280/cdd2010-s03007.
Texte intégralLanzi, G. « I disturbi di apprendimento della lettura e della scrittura ». Neurological Sciences 25, no 5 (décembre 2004) : 304. http://dx.doi.org/10.1007/s10072-004-0360-y.
Texte intégralJenkins, Rachel. « England's policy on severe mental illness ». Epidemiologia e Psichiatria Sociale 5, no 1 (avril 1996) : 31–37. http://dx.doi.org/10.1017/s1121189x00003912.
Texte intégralBruno, Licia, Shaniko Kaleci, Simona Chiodo, Angelo Fioritti et Antonella Piazza. « Adolescenti in transizione nei servizi di salute mentale : uno studio di follow-up ». RIVISTA SPERIMENTALE DI FRENIATRIA, no 3 (décembre 2021) : 111–31. http://dx.doi.org/10.3280/rsf2021-003008.
Texte intégralAndreetta, Sara, et Andrea Marini. « Narrative assessment in patients with communicative disorders ». Travaux neuchâtelois de linguistique, no 60 (1 janvier 2014) : 69–84. http://dx.doi.org/10.26034/tranel.2014.3033.
Texte intégralMorreale, Antonella, Anna Ruggirello, Giusi Daniela Ventimiglia et Leonarda Vultaggio. « Isomorfismo e controparadosso in "Shutter Island" : un modello di apprendimento creativo ». RIVISTA DI PSICOTERAPIA RELAZIONALE, no 36 (décembre 2012) : 69–84. http://dx.doi.org/10.3280/pr2012-036005.
Texte intégralArcieri, Salvatore, Roberta Epifanio, Nicoletta Zanotta et Claudio Zucca. « Dislessia, discalculia e sindromi epilettiche ». CHILD DEVELOPMENT & ; DISABILITIES - SAGGI, no 3 (avril 2012) : 79–93. http://dx.doi.org/10.3280/cdd2010-s03005.
Texte intégralThèses sur le sujet "Disturbi specifici di apprendimento"
Console, Sarah. « Disturbi Specifici di Apprendimento : come la didattica a distanza influenza l'apprendimento della matematica ». Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20893/.
Texte intégralCORCELLA, PALMA ROBERTA. « Disturbi specifici e difficoltà dell'apprendimento scolastico. Un questionario osservativo per l'analisi dei prerequisiti e l'identificazione precoce del rischio ». Doctoral thesis, Università degli Studi di Milano-Bicocca, 2011. http://hdl.handle.net/10281/18766.
Texte intégralCAMIA, MICHELA. « Le abilità pragmatiche e la loro relazione con la Teoria della mente, le Funzioni Esecutive e la salute psicologica in bambini a sviluppo tipico, bambini con differenti disturbi del neurosviluppo e adulti con Disturbi Specifici di Apprendimento ». Doctoral thesis, Università degli studi di Modena e Reggio Emilia, 2021. http://hdl.handle.net/11380/1236817.
Texte intégralDespite the importance of the pragmatics skills in the interactions with other people and in the communicative exchanges, little research focused on these abilities and on their relationships with psychological well-being and other cognitive domains in typically developing (TD) children and in individuals with Specific Learning Disorders (SLD). Previous works focused mainly on pragmatic abilities in patients with neurological and psychiatric disorders, Autism Spectrum Disorder (ASD), Developmental Language Disorders (DLD) and Schizophrenia. In these clinical populations, the studies reported close relationships between pragmatic abilities and both quality of life (QoL) and behavioural problems. Surprisingly, the link between pragmatic skills and psychological health in TD children is still underinvestigated. Studying more in depth the relationships between pragmatics and psychological health in TD children appears as a central issue to better understand the child’s development and prevent later behavioural and emotional difficulties. Moreover, in Italy, the instruments for the identification of pragmatic difficulties in children are still limited and the discrimination between children with various language difficulties into different diagnostic profiles remains a major challenge in clinical settings. Regarding clinical populations, little is known about pragmatic abilities in individuals with (SLD). Studying pragmatic abilities and their relationships with other cognitive domains, i.e. Theory of Mind (ToM) and Executive functions (EFs) in patients with SLD could contribute to define their cognitive functioning and plan an effective support. Guided by this evidence, three studies were designed. Study 1 aimed at analysing the relationships between pragmatic abilities, school well-being and behavioural problems in a group of 66 TD children. The data collected suggested a strong relationship between pragmatic skills and both school well-being and children behavioural features. Study 2 evaluated and compared pragmatic skills in children with TD (n = 26) and with different neurodevelopmental disorders: ASD with good intellectual functioning (n = 19), SLD with associated DLD (n=23) and SLD without linguistic impairments (n = 21). The findings contributed to discriminate the pragmatic profile between these clinical populations. We investigated and confirmed the validity of the Children Communication Checklist (CCC-2) as screening measure for pragmatic skills as well. Study 3 assessed the pragmatic comprehension abilities in 26 young adults with SLD and in 30 adults from the general population. We studied the relationship between pragmatics, QoL, ToM and EFs as well. Our results showed that pragmatic abilities were compromised in young adults with SLD. In this clinical population we found also a link between pragmatic comprehension and ToM. Independently from the presence of SLD, pragmatics abilities were in relationship with QoL. Overall, this work contributes to shed light on the relationships between pragmatic abilities and other psychological and cognitive domains in both typically developing individuals and clinical samples, SLD in particular. Moreover, our data suggest that pragmatic difficulties should be considered as a possible risk factor for emotional and behavioural problems during development. Thus, an early identification of pragmatic difficulties, even in children without evident psychopathological symptoms, may prevent psychological problems that could occur later in the development. To date pragmatic abilities still appear underestimated and rarely evaluated in clinical settings. Our results highlight the importance of including the evaluation of these abilities in the clinical assessment of children and adults with SLD, in order to better define their cognitive profile and plan an intervention.
Zanderigo, Iona Antonella <1970>. « Lingue seconde e lingue straniere, osservazione dell´apprendimento in soggetti con disturbi specifici dell´apprendimento e disturbi dell´apprendimento in contesti bilingui ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/16279.
Texte intégralD'Amico, Chiara. « I Disturbi Specifici dell'Apprendimento nella didattica della matematica ». Master's thesis, Alma Mater Studiorum - Università di Bologna, 2019.
Trouver le texte intégralBerardone, Stefania. « Matematica e Disturbi Specifici dell'Apprendimento : strategie e metodologie didattiche per un apprendimento efficace ». Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016. http://amslaurea.unibo.it/12301/.
Texte intégralMONAUNI, ANNA. « DIFFERENZIAZIONE DIDATTICA E ALUNNI BILINGUI FIGLI DI MIGRANTI CON POSSIBILI DISTURBI SPECIFICI DELL'APPRENDIMENTO ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2021. http://hdl.handle.net/10280/95895.
Texte intégralThis thesis is based on two fundamental observations: nowadays classes are becoming ever more complex and diverse. Therefore, teachers must diversify the didactic proposal. It’s up to the educator to identify any learning difficulties and / or learning disabilities (LD), in order to favor a scholastic path that respects the peculiarities of each pupil. What happens, however, when the students with LD come from an immigrant family and they are bilingual? Does the disorder really have a neurobiological bases? Or is it rather related to the effort of learning through a language that is not the native language for the children? The starting point is the one found in literature regarding the national scarcity of clinical tests for LD structured and standardized on those who speaks more than one language. For these reasons it is needed an upstream action, in order to make the advice of teachers more specific towards those children with difficulties who have to undertake a diagnostic assessment process. That is why it is important to encourage greater awareness among teachers and correct information about the difference between specific learning disabilities and reading-writing difficulties in bilingual learners with a migrant background. Furthermore, the inclusive teacher must have a mindset aimed at knowing in a careful and respectful way the peculiarities of each student. Every child is unique in its enriching diversity: we need a flexible teacher, motivated to implement the differentiated instruction.
MONAUNI, ANNA. « DIFFERENZIAZIONE DIDATTICA E ALUNNI BILINGUI FIGLI DI MIGRANTI CON POSSIBILI DISTURBI SPECIFICI DELL'APPRENDIMENTO ». Doctoral thesis, Università Cattolica del Sacro Cuore, 2021. http://hdl.handle.net/10280/95895.
Texte intégralThis thesis is based on two fundamental observations: nowadays classes are becoming ever more complex and diverse. Therefore, teachers must diversify the didactic proposal. It’s up to the educator to identify any learning difficulties and / or learning disabilities (LD), in order to favor a scholastic path that respects the peculiarities of each pupil. What happens, however, when the students with LD come from an immigrant family and they are bilingual? Does the disorder really have a neurobiological bases? Or is it rather related to the effort of learning through a language that is not the native language for the children? The starting point is the one found in literature regarding the national scarcity of clinical tests for LD structured and standardized on those who speaks more than one language. For these reasons it is needed an upstream action, in order to make the advice of teachers more specific towards those children with difficulties who have to undertake a diagnostic assessment process. That is why it is important to encourage greater awareness among teachers and correct information about the difference between specific learning disabilities and reading-writing difficulties in bilingual learners with a migrant background. Furthermore, the inclusive teacher must have a mindset aimed at knowing in a careful and respectful way the peculiarities of each student. Every child is unique in its enriching diversity: we need a flexible teacher, motivated to implement the differentiated instruction.
SANNICANDRO, KATIA. « Disturbi Specifici dell’Apprendimento, Scuola e Tecnologie Didattiche : progettare percorsi di potenziamento per la Scuola Primaria ». Doctoral thesis, Università di Foggia, 2016. http://hdl.handle.net/11369/351683.
Texte intégralNyman, Sissel <1996>. « Il coraggio della scelta plurilingue. Approfondimento e studio di soggetti bilingui con disturbi specifici del linguaggio ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/18374.
Texte intégralLivres sur le sujet "Disturbi specifici di apprendimento"
Mazzoncini, Bruna. La strada maestra : I disturbi di apprendimento e la formazione degli insegnanti. Roma : NIS, 1993.
Trouver le texte intégralCastelbianco, Federico Bianchi di. Il Test di Wartegg nell'età evolutiva : Un contributo psicodiagnostico allo studio clinico della balbuzie, della sordità e dei disturbi di apprendimento. Roma : Armando, 1993.
Trouver le texte intégralEmili, Enrico Angelo. Dislessia. Bononia University Press, 2020. http://dx.doi.org/10.30682/alph09.
Texte intégralDisturbi Specifici Del Linguaggio Disprassie E Funzioni Esecutive Con Una Raccolta Di Casi. SPRINGER, 2013.
Trouver le texte intégralChapitres de livres sur le sujet "Disturbi specifici di apprendimento"
Sabbadini, Letizia, et Letizia Michelazzo. « Metodologia di intervento nelle diverse tipologie di DSL ». Dans Disturbi specifici del linguaggio, disprassie e funzioni esecutive, 135–42. Milano : Springer Milan, 2013. http://dx.doi.org/10.1007/978-88-470-5349-6_9.
Texte intégralSabbadini, Letizia. « Valutazione e terapia di casi clinici nelle diverse tipologie dei DSL ». Dans Disturbi specifici del linguaggio, disprassie e funzioni esecutive, 169–94. Milano : Springer Milan, 2013. http://dx.doi.org/10.1007/978-88-470-5349-6_13.
Texte intégral