An effective and inclusive curriculum for teaching history and geography to pupils with dyslexia


There is a international understanding that pupils with SLD, specifically with dyslexia, need effective teaching, not special/separate teaching, evidence informed. Given the text comprehension difficulties of Italian students, based on the Evidence Based Education (EBE) approach, the article presents a description of a research project, originating from a pilot study already carried out, on the problem of teaching effective text comprehension and study strategies in fifth-grade elementary school classrooms also attended by students with dyslexia. The research assumes the methodological framework of Evidence-Based Improvement Design/EBID which integrates research and teaching practice. The non-probabilistic reasoned-choice sample will consist of fifth-grade elementary school classes of 4 Italian regions attended by pupils with SLD, especially with dyslexia.