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| Anna Paolella, author of the book Beyond Dyslexia, pictured sitting on a wrought-iron bench in front of a stone wall |
CAMPOBASSO – Beyond Dyslexia, by Anna Paolella, is an essential guide for anyone wishing to translate an understanding of dyslexia into truly inclusive educational practices. Combining scientific rigour with practical teaching strategies, the book explores neuropsychological foundations, early identification, compensatory tools and educational partnerships, offering teachers, school leaders and families a comprehensive framework for understanding and supporting every student. A read that invites us to rethink the very meaning of learning and inclusion.
Diagnostic criteria of the DSM-5-TR and the ICD-11
Anna Paolella’s book Beyond Dyslexia: Challenges, Perspectives and Proposals for Inclusive Education has been published. Beyond Dyslexia is a reference work for teachers, educators, school leaders and families who wish to gain a thorough understanding of dyslexia and translate this knowledge into truly inclusive teaching practices. The book approaches dyslexia from two perspectives: theoretical and practical. Drawing on the most up-to-date neuropsychological models and the diagnostic criteria of the DSM-5-TR and ICD-11, the author guides the reader through the pedagogical implications of the condition, strategies for early identification, and the concrete actions schools can implement. The book is aimed at teachers at all levels, school leaders, health professionals and anyone wishing to explore the topic of educational inclusion with scientific rigour and a focus on everyday practice. Dyslexia, among specific learning disorders, represents one of the most complex and significant areas for contemporary pedagogical reflection, as it profoundly challenges the way in which schools conceive and support learning processes, the role of the teacher, and the very meaning of educational inclusion. The book is available on Amazon.
A different way of engaging with knowledge, of decoding language and of building one’s own relationship with learning
Dyslexia profoundly challenges the way in which schools conceive and support learning processes, the role of the teacher and the very meaning of educational inclusion. It is not simply a matter of understanding a neurodevelopmental disorder, but of exploring a different way of engaging with knowledge, of decoding language and of building one’s own relationship with learning. Paolella’s work analyses, amongst other things, the main neurocognitive models and diagnostic criteria proposed by the DSM-5-TR (2022) and the ICD-11 (2022).
An in-depth examination of the neuropsychological and cognitive foundations of dyslexia as outlined in the ICD-11 (2022). An in-depth examination of the neuropsychological and cognitive foundations of reading, comorbidity and risk factors enables us to understand dyslexia as an expression of a distinctive, non-pathological brain function. Particular attention is paid to early identification, the interpretation of predictive indicators in nursery and primary schools, and the strategic role of the teacher as a systematic observer and facilitator of development.
Promoting a view of dyslexia as an educational and formative experience
The focus is on inclusive practices and personalised teaching strategies, analysing the practical ways in which schools can translate theoretical knowledge into educational action. Starting from data on ministerial surveys regarding the prevalence of SLDs in Italian classrooms, the course reflects on ways of reorganising teaching practices, the informed use of compensatory tools and dispensatory measures, and the importance of personalised learning. The concept of an educational alliance between teachers, parents and specialists is explored in depth as a fundamental condition for any inclusion pathway. The overall programme aims to promote a view of dyslexia as an educational and formative experience, which challenges schools not only on how to promote and support learning but, above all, on the meaning of educating to understand, participate and think.
Who is Anna Paolella
Anna Paolella is a headteacher and acting technical director. She holds a degree in Education and in Applied Behavioural and Cognitive Psychology, has completed several postgraduate master’s degrees, and has taught as a contract lecturer at various Italian universities. Si occupa da anni di inclusione scolastica, con particolare attenzione ai disturbi specifici dell’apprendimento ed è stata referente regionale USR per i DSA. Ha partecipato a ricerche e convegni nazionali sul tema. È autrice di pubblicazioni edite da Franco Angeli, Erickson e Loescher.
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| The cover of the book Beyond Dyslexia |
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