Among the difficulties that a student encounters with specific learning disabilities or DSAthere is certainly that of homeworkactivities which, at least in the primary school years, requires the “practical” support of an adult. And this is where problems often arise: despite good intentions, in fact, support a child with DSA with homework often ends up becoming a “mission impossible” which it catches mum and dad totally unprepared.
If on the one hand it is necessary learn specific strategies – which in most cases no one teaches parents – on the other hand we also need to deal with emotional dynamics which cannot be ignored or underestimated.
The solution? Some practical advice comes from Barbara Urdanchpedagogist and professor at the University of Turin, Department of Philosophy and Education Sciences, as well as trainer ofthe Italian Dyslexia Associationwhich will dedicate an article to the topic of homework free webinar (scheduled for November 13) on MyEdu, digital teaching platform partner of the Ministry of Education.
DSA and homework: the aim is to make the child independent
So what should be the role of parents during homework? «A lot depends on the band of age of the child”, underlines Professor Urdanch. «But it definitely has to be a primary school child supportedkeeping in mind that the ultimate goal is always its autonomy. That is, we must ensure that, by giving him the right tools, at a certain point the child becomes autonomous».
The importance of the right method
For this to happen it is essential, first of all, put aside conventional methods.
«The problem is that at school we have always been taught a single method: read, repeat and memorize”, the expert explains further. «A method which, however, not only does it not meet the needs of children with DSA who have a fragility in the reading function and in the so-called working memory, but it ends up make things worse. In fact, imposing such a method on them would be like expecting them to dig a 3 meter hole with a teaspoon. The thing to consider is that children with DSA work with cognitive and non-associative processes. It means that reading and understanding the text they are not two activities that occur simultaneouslyas usually happens, but in two distinct phasesrequesting a time and effort not adequate for the demands of the school».
DSA and homework: reading is never the first step
The classic mistake that parents make is precisely that of think that reading is the fundamental preliminary step. «In reality in the case of DSA the reading is the more difficult passage and for this reason it should not be considered the first learning channel”, explains Professor Urdanch. The alternative? «The parents they can show videos or read aloud and then try to check whether the child has understood: there is often a big difference in the child’s understanding of the text if it is the adult who reads and not the child himself. Then you can learn to use textual indexesor gods cognitive anticipators which allow the child to analyze the text in a preliminary way so that, by the time he comes to read it, his brain is already prepared. They are not simple steps and above all they are not methods that are taught to parents: it is therefore also important that mum and dad are looking for adequate information».
Webinars (free) aimed at parents
Precisely for this reason MyEdu opened in September, for all parents, a series of free monthly webinarstaught by the Professor Barbara Urdanchwhich is also member of the scientific committee of MyEdu, with the aim of giving resources and strategies to families to support children and teenagers. The portal MyEdu Coaching it is open to everyone: those who register can participate in the ‘live’ webinars or watch the recordings and stay updated on the calendar of scheduled appointments.
Manage time with the Pomodoro technique
Once a method has been established and learn the right support strategiesit is good to focus on working times which often represent a another difficult aspect in case of DSA.
«Since I’m often there also attention difficultiesa useful tip could be to use the Pomodoro technique”, suggests the expert. “That is to say set a timer for 10 minutes for each task, interspersing activities with 5 minute breaks. From a cognitive load perspective, too diversifying activities is important: so, if for 10 minutes the child studied grammar, for the next 10 minutes it would be better to dedicate himself, for example, to mathematics.”
DSA and homework: better to start with the simplest activities
That too is one of the most classic errors to get the child started on the most difficult tasks And challengingconsidered more ‘tiring’.
“Actually as a matter of positive reinforcement it’s better make him start with the simplest things which he already knows how to do – suggests the pedagogist. – If the child starts from activities he can already carry out will be more motivated. Without considering that ‘hooking’ the child to things he already knows offers him a basis for building that extra step in terms of learning. Also work on strengths it can be useful: if, for example, the child has excellent visual-perceptive skills and really likes images, you can think of starting with a video”.
The attitude to have (and the phrases not to say)
As mentioned, however, supporting a child with DSA with homework also means dealing with emotional dynamics that are not easy to manage: if on the one hand notice his difficultiescan be frustratingon the other hand it turns out often difficult to establish the right boundary line between expect too muchmaking him feel inadequate, or the opposite appear excessively indulgent, almost ‘resigned’.
«The two key words to reflect on are learned helplessness And recognition of fatigue – explains the expert again. – We must first understand that the DSA is a neurodiversity that occurs from birth. If there is no adult who recognizes the child in his efforts, these efforts, as time passes, risk become learned helplessness: the belief of not succeeding, that is, leads the child or young person to give up and give up activities. On a psychological level, therefore, the first important thing it’s recognizing your child’s struggle».
Encourage him with the good old adage «if you work hard you can do it”? Better to avoid.
«Commitment helps but First of all, we need to give the child the right method for him – specifies the pedagogist – because pushing him to commit without giving him the right tools risks encouraging a sense of inadequacy and consequently that learned helplessness we talked about. For this reason it is better to say “I know you’re struggling with this, but together we need to find the tools to work with and learn.”».
Laziness is not the cause, but the consequence
Finally, equally important Don’t fall into the trap of considering the child lazy or listless.
«Parents often tend to ignore it – explains Professor Urdanch – and yet the laziness or lack of desire is not the cause of the child’s difficulties but the consequence of DSA and its neurodiversity. This awareness it definitely changes the perspectivebecause it really leads to recognizing the child’s fatigue and to adopt strategies that work for him».
DSA: the family and the role of the school
While adequate support from the family certainly makes a difference in the case of DSA, it is important to reiterate that ai parents should not be asked Of fill any gaps by the school context.
«It certainly cannot be thought that the family does everything – concludes the educator. – Towards students with DSA the school must be competent and therefore capable of recognize specific difficulties and make them available to all studentseven those with neurodiversity, strategies and tools to achieve training goals. We must not forget that children who struggle a lot at school often grow up with a very low sense of self-efficacy and self-esteem, an aspect that can have profound repercussions on their lives. There school is really the first place where it is possible to change their destinies and that’s also why it is It is essential to focus today on compulsory teacher training».
Source: Vanity Fair
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