Scrittura e Videoscrittura. La percezione degli studenti con e senza DSA sull'introduzione di nuove tecnologie nel Writing

The increase in cases of dyslexia, dysgraphia and dyscalculia among Italian students leads to an estimated presence of at least one learner with a Specific Learning Disorder (SLD) per class. Teaching writing skills to learners who have difficulties with the visual-graphic channel requires appropriate strat- egies. The Net has made new tools and resources available, but the actual learning conditions in Italian schools must be considered by aiming for re- alistic inclusive teaching. The acquisition of English as a Foreign Language (EFL) adds other challenging elements: low orthographic transparency and low linguistic affinity with Italian. This case study aims to better understand the perception of students with specific learning disorders of the introduc- tion of technology in the L2 classroom not only as a compensatory tool, but as an integral part of the lesson. Considering previous studies, a multi-chan- nel, cooperative, task-based didactics was chosen to facilitate and engage learners with SLD, focusing on the writing process, with the introduction of the color-coding technique at each stage. The pilot study carried out in an Italian scientific high school included a pre-test, a control lesson with tradi- tional methods, an experimental lesson with the use of technological devices and specific software and, at the end, a post-test. Interviews were then con- ducted with the students with SLD. During all classroom activities, partici- pative observation was conducted, and feedback was requested from the stu- dents after each proposed exercise. The experimental mode was perceived to be clearer, more engaging, and more helpful for EFL learning. Participants also stated that electronic devices could facilitate classroom work and that they would like to continue using them in the future. In general, the results of learners with SLD and those of the rest of the class group are consistent and underline how an inclusive activity is perceived as useful and stimulating not only by learners with learning difficulties but by all learners.