Reducing learning impairments: the dyslexic's autonomy and a productivity tool for everyone

Online course: Educational innovation for the different learning styles (dyslexia, ADD, autism, etc.)

The cognitive power of Knowledge Master effectively demonstrates also when dyslexics or other people with learning impairments interact with contents represented in our maps, as compared with traditional methods. Besides the cognitive use of voice, an effective support, a problem appears: most information available to students is text, digital or printed. Again reading to extract the necessary elements to construct the map. This often requires the involvement of third parties: family members, the support teacher, etc., otherwise the task becomes very difficult.

Even though it was an already foreseen solution and designed for the general use ("creating a map interactively from text") the stimulus resultant from the growing use of our strategies as the solution for dyslexics (and for any perceptive impairment) learning, has induced us to anticipate the introduction of this function. The solution comprises the use of text as the source for the creation of a map in a way that, in full autonomy the user, be it a dyslexic, a visually impaired, or whoever (most frequently a student) is able to: use the digital text as a direct source integrate the text in the map working environment use embedded tools to analyze and discover concept candidate words to convert to concepts go through the text listening phrase by phrase go through the text listening word by word directly select a phrase or text segment (even listening to it first) that can automatically be converted into a "concept" in the map select a phrase or text segment, that can be modified first and afterwards  its spelling controlled again, and again listened to; once its validity is verified, it can be automatically converted into a map "concept". However, the possibility of creating and modifying a map from a text source is a highly productive method not only in learning environments (for all students, even those with some learning impairments) but also in professional contexts, where productivity and efficiency are highly appreciated.

We want to particularly recognize the stimuli and suggestions coming from the AID -Italian Dyslexia Association- (through their regional structures), without citing the so many people that, personally, contact and stimulate us to continue our research and development oriented to contribute to the solution of the learning problems of dyslexics (and some other learning impairments).
Dott.ssa Giovanna Lami	Italian Dyslexia Association (Modena & Reggio Emilia Sections)
Dott.ssa Maria Grazia Pancaldi	Italian Dyslexia Association (Bologna Sections)
Michela Manzini	Italian Dyslexia Association (Parma Sections)
Antonietta Giau	Italian Dyslexia Association (Oristano Sections)
Marina Locatelli	Italian Dyslexia Association (Perugia Sections)
Dott.ssa Luisa Molinas	Child Neuropsychiatrist

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