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CONCEPT MAPS AND LEARNING DISORDERS

The challenge that characterizes the work of teachers consists in giving an effective answer to the educational needs of students. Teaching models and operating strategies are often put into crisis by the presence in the class of students with socialization and/or learning problems. After years of experimentation, a teaching model has been adopted, which promotes significant learning and uses cooperative learning and experimental teaching methods. In particular, a diffused use of concept maps has demonstrated an improvement in the performance of students and a reinforcement of their cognitive and metacognitive skills. Moreover, concept maps have allowed the taking of suitable actions against the diversity represented by immigrant students and students with specific learning disorders or disabilities. An example of this is the story of Fabio, a child with Asperger’s syndrome who is achieving a positive growth at social and cognitive level thanks to the potential of concept maps used in an interactive collaborative teaching setting.