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Objectives and theoretical framework As well as being a place for learning and teaching, school is a social organization which, as such, performs the symbolic and material mechanisms of inclusion and exclusion on the basis of implicit and explicit norms. These norms are incorporated into administrative procedures, in teaching practices, in the evaluation standards, in the discourses and in the different kinds of relations among the subjects that inhabit the school (Paliokosta and Blandford, 2010). Therefore, school can be thought as an agent of innovation and social change, as well as an institution that can reproduce social inclusion or exclusion, sometimes fueling discrimination and marginalization. The mechanisms of inclusion and exclusion become most evident in relation to the differences (gender, ethnic, religious, cultural, cognitive, corporeal, social, economic) that populate the school itself. Today these differences are mainly labeled as “special educational needs” and “learning disabilities” (WHO, 2000). The great diffusion of the matter of inclusion in contemporary society forces social organizations, including schools, to deal with the issue of diversity measuring themselves with problems that are difficult to manage. Furthermore, the social imperative of inclusion challenges schools to question and redefine pedagogical, anthropological, cultural and organizational models that in daily routines are implicit and consolidated: such models often reveal themselves inadequate to cope with the complex social emergencies that generate new educational needs (Booth and Ainscow, 2002). This situation produces a widespread unease in the school world. Teachers increasingly struggle to understand students’ behaviors and needs and to find educational strategies that allow them to build inclusive, accessible, exciting and meaningful learning settings for each student. This induces professional disorientation and ineffectiveness, and often produces requests for help addressed to subjects outside the school, who are considered able of indicating sustainable solutions through consultancy activities. These solutions, however, are truly sustainable only when they are not “top-down” solutions, nor are they developed by an “expert” who imposes or proposes to the school logics and knowledges external to the context and to the teachers’ practices. Therefore, it is needed to refer to pedagogical consultant who plays a facilitator role: a consultant able to create a setting in which teachers can question the educational daily practices, and rethink and act in a creative and not stereotypical way (Palma, 2017). On these bases, our hypothesis is that pedagogical consultancy should be conceived as a teacher training activity. This means that the consultant must build a learning setting that allows teachers to explore their daily practices and learn from their own experience, facilitating the knowledge of the different (subjective, social, relational, organizational, cultural and material) elements that produce habits, attitudes, discourses and educational actions. In this context, consulting is not just a training process, but also a research practice (Palmieri, 2017). The consultant’s task doesn’t deal with imparting notions, nor offering teachers “recipes”, but with creating the conditions so that teachers can assume a research attitude, and develop reflection on the educational experience. Since the educational experience is complex, as it is made up of subjective and inter-subjective processes of signification, and of organizational and material dimensions, it is necessary that the professional and epistemological background of the consultant consists of theoretical approaches belonging to different traditions of thought (Fook, 2002). Methodology The intrinsic complexity of educational practices and the multiple elements that these practices involve, suggest that pedagogical counselors should not consider only some of these elements at the expense of others. In other words, the consultant should be able to involve teachers in analysing and possibly redesigning the educational experience, through a research-training setting that allows practitioners to reflect not only on the explicit dimensions and the implicit assumptions that connote their way of teaching, but also on the material and socio-cultural aspects that characterize scholastic organizations, as well as on the relational, cognitive and affective dynamics embodied in teaching-learning contexts. Therefore, we suggest to set up the pedagogical consultancy in schools referring to knowledges, tools, concepts and methods that come from different theoretical fields in an integrated way, adopting an inclusive approach (Fook, 2002). In particular, from our point of view, it is useful to refer to both the reflective and the socio-material perspectives (Sartori, 2012). During pedagogical consultancy, on the one hand, reflexive approaches can allow to unearth and modify the teachers’ implicit assumptions, redefining their subjective relationship with diversity, questioning and becoming more aware of the organizational culture of the school where they work (Schön, 1983; Kolb, 1984; Mezirow, 1991; Argyris and Schön, 1996; Fenwick, 2000; Fook and Gardner, 2007; Brookfield, 2009). On the other hand, sociomaterial approaches - for example Complexity Theory, Cultural Historical Activity Theory (CHAT), Actor-Network Theory (ANT), Spatiality Theories, New Materialisms - encourage the consultant to question the issue of diversity in relation to scholastic organization and educational practices from a perspective that allows to grasp the contextual, performative and material dimensions more attentively, without separating human beings and things and without focusing exclusively on subjective meanings (Orlikowski, 2009; Sørensen, 2009; Fenwick, Edwards and Sawchuk, 2011; Snaza et al., 2016; Ferrante, 2017). While moving from very distant and in some respects conflicting epistemological and ontological premises, reflexive and sociomaterial approaches share specific attention to the question of practices, and lead to original and productive reflection. Expected outcomes The expected outcomes of an inclusive-approach-based pedagogical consultancy can be inferred from some consultancy and training experiences, carried out according to the previous premises. These experiences aimed of helping teachers to understand and modify their didactic practices in classrooms with students with Specific Learning Disabilities (SpLD). For example, in one particular counseling and training setting, school teachers were involved in simulation activities, centered on reading and writing texts, in which some alterations of the socio-material learning context were introduced. Through the simulation, teachers lived an experience similar to that of their students with SpLD. This led teachers to experience feelings of inadequacy, anxiety and loneliness, and to perceive the trainer of counselling activity a lack of support and attention to their difficulties. The training experience activated a process of shared reflection among teachers involved. On the one hand, the role of the socio-material dimension in making dysfunctional learning was analyzed, and strategies were suggested in order to make the teaching experience more accessible to students. On the other hand, the teachers’ experiences were shared and compared with the representations and the experiences usually attributed by the teachers themselves to the students with SpLD, taking into account the teachers’ attitudes and the socio-material elements that structured the learning situation. This process allowed teachers to develop a research attitude about both their own SpLD representations and the students’ experiences. Moreover, it stimulated them to design diversified, non-uniform and non-prescriptive educational activities. Thus, the conditions were created to generate an inclusive school context, aimed at welcoming, understanding and supporting the unique learning methods of each student within the class group.

General description on research questions, objectives, and theoretical framework In the last decades an increasing importance in school inclusion have been questioned by Specific Learning Disabilities students (SpLD). SpLD recognition is set by international classifications, (ICD10 and DSMV) and in Italy, since 2007, by guidelines (Italian Consensus Conference and Raccomandazioni cliniche sui DSA (PAARC). In the meanwhile, a specific Italian Law (170/2010) define rights of students with SpLD and guidelines for education, mainly based on compensatory tools and dispensaries measures. In teachers’ daily work with such students and for their parents there is something that goes over the contribute of specific remediation advised for such students. In spite of the supports provided, students’ attitude towards school, motivation, socialization, way of applying proper measures or to use a proper method of study look often “problematic” and make them think that SpLD bring some “other” problems. Even, looking at that students they look like to have peculiar behaviour that make them at risk of exclusion because of school failure, refusing any kind of help or support, risking an “adhesiveness” of self-representation with SpLD image, an iper-razionalization, behaviours of rebellion, aggression, provocation, social isolation, as we described in previous researches supposing a more widespread existential worrying for those students expressed denying the SpLD influence or existence in their life (Lampugnani, Ferrazzi, 2018). Other international studies confirm that young adults with SpLD define it an “hidden disability”; that they don’t identify with the term “disability” or “disease”; that they would imagine to change the word dys-lexia [21]; are observed attitudes of denial (McNulty, 2003) and disavowal. Pupils with SpLD have a mayor risk for psychopathological diseases (Vecchini, 2010) and of leaving school or failing in learning process. But not only for this they are at scholar and social exclusion (Booth et al, 2015). The line of research developed in English speaking countries especially with Spreen [8] and evolved in more recent researches, analysed history of lives focusing on highlighting critical factors, such as protection factors and vulnerability factors throughout lifelong through qualitative studies with Life history or interviews (McNulty, 2003; Gibson and Kendal 2010; Ruggerini (2013; 2016); Frassinetti (2012). Moreover, in literature there are very few references involving the “voice” of students and it is recommended to enlarge researches based on history of life and educational experiences, the necessity of looking at the “wise” of individual experience (Pollack, 2013), often ignored by neuropsychological research, an ethical and meaningful access to students’ voice (Goode, 2013). Our research is intended to refer to concepts proposed by disability studies (Medeghini, 2015), such as social model of health (McNulty 2003), the stigma (Goffman, 1963), the definition of “norma”, the “oppressed social group” (UPIAS, 1976) based on a socio-materialistic analisys. The research developed is aimed to explore life and emotional experiences, representations and meanings given by students with Specific Learning Disability to their scholastic, learning and life experiences. We intended to explore towards a deeper knowledge of their point of view about their learning experience and relationships through an interpretativist approach. Question of research are: which are life and emotional experiences of students with SpLD toward their SpLD, particularly regarding some “critical” events of their learning and life experience? Which are the representation they have of SpLD? Methods/Methodology Methodology intend to consider who live-with SpLD as a “subject” co-researcher, following an emic approach. Referring to interpretative phenomenological analisys (Smith, 2009), we used semi-structured interviews following a phenomenological approach (Sità, 2012). Data collection was divided in two parts: the first interview regards a focused story of life and an attribution of significance to events and to SpLD. The content of interview was then re-organized visually in a map by the researcher and divided in main areas. Emerging contents and main themes were mapped and visualized as well as a hypothesis. This complete area map, the first analysis, some missing or questioning parts and hypothesis of main themes emerging were given by researchers to participants through a second interview, the focus of which started from a re-reading/listening and re-telling of what emerged, while participants were widening and going in deep freely; at the same time, they were confirming or eliciting main themes emerged to make the researcher guided in interpretation by themselves. Then data analysis was done, looking through four areas, typical of Clinic of Formation (Massa): experiences and relationships, representation and significant, strategies applied (by participants but also by parents, teachers…), eventual socio-material context. With a thematic analysis, through a mind mapper software, are going to be elicited labels progressively generalized for each participant, looking for transversal labels throughout all participants, identifying evidences, but also hidden significances. Participants were 26 young pupils aged 10-17, who have a certification and “live with” Specific Learning Disability. They were chosen between participants to a development programme in a specialized extra-school centre with at least one year of specific work. Exclusion criteria were students with known psychopathological disease before the beginning of interviews and those considered at risk by the equipe of the centre. For the ethic question, research was presented, after written parents’ authorization, to each student individually, following some written simple keywords to make them guided in the significance of interviews to chose independently from parents. They had some simple data about who, when and how would have somministered interview, and about the main objective of interview (having their personal point of view in the research on SpLD to have “correct” concept, in your opinion, to give to parents and teachers in future). They also signed personally the authorization on a separated paper from parents’. Expected outcomes Data collected show a deep view of specific point of view of participants involved in the problem afforded. Participants have been appreciating mostly both methodology and objective of research, and the process of research revealed to be, at the same time, a powerful transformative tool in their educational and life path. Results could give to parents and teachers of SpLD students an important knowledge about an emotional, strategic and meaningful ways of living-with, approaching and coping with SpLD. This knowledge, and also the methodology followed as well, can give them and important objective and tool to “dialogue” at school with such students risking exclusion because of scholar failure, of psychopathologic insurgence, of dysfunctional approaches. It highlights what stays in backstage of all those students’ behaviour not to be opposed themselves, forcing to adopt measures adults' advice to use for SpLD, but to make students be helped to discover together the reasons, significant, meanings, experiences that leaded to those dysfunctional strategies and approaches. Some main lines have been emerging in data analysis are going to concern: a difficult to feel their condition and experience as understandable by other are not dyslexic; on the other side a sort of a peculiar understanding among dyslexic students; their different approaches about if, how and what to say, and which reactions, speaking about their SpLD with friends or teachers. And more, a wide range of strategies applied to situation or used by parents and teachers were analysed by students. Mathematics is a field that the mayor part of students elicits as something difficult to afford and producing distress, demotivation, bad relationships and dysfunctional emotions. Other main theme students afford is the comparison between what they consider norm, difference and diversity, and how they feel about measures and tool differentiating them from other pupils.

In questo articolo viene presentato uno studio di caso riguardante l’intervento rivolto a una ragazza dodicenne con diagnosi tardiva di Discalculia evolutiva, con un lieve deficit delle funzioni esecutive. Dalla valutazione effettuata tramite test standardizzati emergono difficoltà nei fatti numerici e calcolo, oltre a un’ansia specifica per la matematica. Viene descritto l’intervento, costituito da un trattamento sul calcolo combinato a un lavoro di gruppo con l’uso di tecniche teatrali a supporto della dimensione di motivazione e di maggiore consapevolezza delle proprie caratteristiche. Il re-test mostra segni di miglioramento riguardo alle acquisizioni didattiche e all’atteggiamento nei confronti della matematica, in una lieve attenuazione dell’ansia, pur confermandosi la specificità e persistenza del disturbo. Si persegue il fine di evidenziare le modalità per supportare un ragazzo nel considerare la discalculia non solo in termini di disturbo, ma anche come caratteristica di apprendimento rispetto alla quale strategie e motivazione possono essere la chiave per riscoprirsi capaci e interessati ad apprendere