Inclusion and Specific Learning Disorders: adopting Learning Strategies for English Language Acquisition: a case study.

Speaking English is extremely important in today’s society. However, learning a phonological system is a challenging activity for every student, but those who have specific learning disorders are the ones who have the most difficulties. Even if current Italian legislation promotes support and equal opportunities for all students, the practical implementation of these principles often does not fully meet the unique needs of students with SLDs, who frequently struggle with English learning, resulting in poorer academic performance. Many investigations have been carried out to understand how language acquisition works and how dyslexia can affect language learning, but many English teachers still do not know how to address students’ needs, proposing activities and using methodologies that are not suitable for these students’ cognitive style, often blaming them for their difficulties without realising that their methods are highly inefficient and unsuccessful. In this thesis it will be analysed a study case of a first-year high school student with dyslexia and dysgraphia and the positive results obtained through the application of accessible and inclusive teaching methodologies observable not only in the single student but in the entire group class. The results showed that the student can effectively acquire a new language if provided with appropriate support and encouraged to engage in activities that are tailored to his cognitive style and learning needs.