Study skills, cognitive styles and emotional-motivational components of learning for inclusive programming: evaluations from the administration of AMOS test


The article illustrates an experience exploring students' study skills, cognitive styles and emotional aspects in a classroom with Specific Learning Disorders (SLDs) to raise awareness and identify strategies to improve their learning process. The methodological approach combines quantitative and qualitative data analysis. Questionnaires (AMOS tests) make it possible to analyse performance, conduct observations, and compare students' study methods to outline guidelines, personalise teaching and the personalised learning plan (PDP), and create inclusive learning environments. Although limited to a single class, the collective considered offers ample food for thought on didactics.