[Autom. eng. transl.] The choice of the educational path to be taken after secondary school is the result of many factors, some internal to the subject and others external, which make the decision-making process particularly complex for both the student and the parent (Mancinelli, 2014). A boy struggling with this choice may find himself lost in the face of the possible paths to take either because of the lack of clarity he possesses with respect to the educational and professional proposals of the context to which he belongs, and because he is not always aware of his own strengths and weakness. A student, in order to make a choice that is realistic and aware, must stop and reflect on some variables: his interests, that is, the scholastic and extracurricular activities that most involve him and for which he feels an attraction; the attitudes, that is the inclination to perform a specific activity with greater efficiency than the other skills and the motivation to study, that "spring" that determines the intensity and continuity of a behavior over time. If for a teenager to reflect on himself and consider the different variables of the decision-making process is a difficult task, imagine how complex this work is for a boy with a Specific Learning Disorder (DSA), which sometimes has years of difficulty behind him scholastic if not real failures.
|Translated title of the contribution||[Autom. eng. transl.] School choices: when the Specific Learning Disorder can make a difference|
|Title of host publication||Il counseling in Italia. Funzioni, criticità, prospettive e applicazioni|
|Editors||S. Soresi, L. Nota, M.C. Ginevra|
|Number of pages||16|
|Publication status||Published - 2016|
- Disturbo Specifico dell'Apprendimento
- Orientamento scolastico