UNIVERSITÀ DEGLI STUDI DELL'INSUBRIA - Identificazione e potenziamento dei bambini a rischio di DSA nel contesto scolastico - Fondazione Mondino
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UNIVERSITÀ DEGLI STUDI
DELL’INSUBRIA
Identificazione e potenziamento dei bambini a rischio di DSA
nel contesto scolastico
Cristiano Termine
Università degli Studi dell’Insubria
&
Ospedale del Ponte – ASST dei Sette laghi- Varese
Board Director European Dyslexia Association
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Settimana della Dislessia 2021: scopri il programma degli eventi
Associazione Italiana Dislessia 28 settembre 2021 15:06
Rispondi a: Associazione Italiana Dislessia
A: cristiano.termine@uninsubria.it
Settimana Nazionale della Dislessia 2021:
scopri il programma completo degli eventi
Oltre 100 appuntamenti online gratuiti,
dal 04 al 10 ottobre 2021
"DSA: un mondo in una mappa"
Caro socio, cara socia,
mancano pochi giorni alla Settimana Nazionale della Dislessia 2021!
Dal 4 al 10 ottobre, le sezioni provinciali e i coordinamenti regionali AID promuovono
oltre 100 incontri online gratuiti, per sensibilizzare l'opinione pubblica sui temi
https://mail.google.com/mail/u/0?ik=0a746b07cf&view=pt&search=all&permmsgid=msg-f%3A1712150938137094565&simpl=msg-f%3A1712150938137094… 1/3
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DSM 5: DISTURBI DEL NEUROSVILUPPO
Intellectual Disability (Intellectual Developmental Disorder – ICD-11)
Intellectual Developmental Disorder
Intellectual or Global Developmental Delay Not Elsewhere Classified
Communication Disorders
Language Disorder
Speech Disorder
Social Communication Disorder
Autism Spectrum Disorder
Autism Spectrum Disorder
Attention Deficit/Hyperactivity Disorder
Attention Deficit/Hyperactivity Disorder CARATTERISTIVHE PRINCIPALI:
Attention Deficit/Hyperactivity Disorder Not Elsewhere Classified
-BASE NEUROBIOLOGICA
Specific Learning Disorder
-ESORDIO IN ETA’ EVOLUTIVA
Specific Learning Disorder
-SONO SPESSO ASSOCIATI TRA
LORO (comorbidità)
Motor Disorders
-COMPORTANO UNA
Developmental Coordination Disorder COMPROMISSIONE FUNZIONALE A
Stereotypic Movement Disorder LIVELLO PERSONALE, SOCIALE,
Tourette's Disorder SCOLASTICO O LAVORATIVO
Chronic Motor or Vocal Tic Disorder
Provisional Tic Disorder
Tic Disorder Not Elsewhere Classified
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Epidemiologia
Ø I disturbi dell'apprendimento rappresentano uno dei più frequenti disturbi del neurosviluppo.
Ø Nell’a.s 2018-2019 gli alunni frequentanti le scuole italiane a cui è stato certificato un disturbo
specifico dell’apprendimento sono stati il 4,9 % del totale degli alunni.
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o è GRATUITA. Iscrizione
ttua sul sito WWW.ASST-
formazione - PORTALE
S.S. Formazione del Personale: Responsabile D.ssa Maria Teresa Aletti
0. Moderatori: G.P. Magni, C. Merletti
C. Termine
Programma Relatori, moderatori
figure professionali, Medici,
Responsabile Scientifico Prof. Cristiano Termine 16.15 Protocolli identificazione precoce
ali, Psicomotricisti dell’età
mieri, Assistenti Sociali, Regione veneto, esempio di buone Elena Beltramme
13.30 Registrazione partecipanti
gogiste, Genitori e persone prassi (seconda parte): Presidente Territoriale A.I.D. Se
Identificazione precoce dei DSA: scuola primaria
un diritto troppo spesso negato 14.00 Introduzione del Seminario Rita Contarino
ma ECM/CPD della Regione F. Guaran
n Neuropsichiatria Infantile, C. Termine, C. Merletti Dirigente scolastico dell’Istituto
i Professionali, Logopedisti, Dirigente del Centro Territor
17.15 Protocolli identificazione precoce in l’Inclusione
va, Infermieri. Infermieri
Pre-assegnati 3,50 crediti
Moderatori: G. Rossi, L. Macchi Lombardia: a che punto siamo?
14.15 La settimana europea della R. Garlaschelli Rita Garlaschelli
to dei crediti FC.AS .per gli
Dislessia Ufficio Scolastico Regionale
E. Beltramme
17.45 Ruolo del CTS e dei CTI rispetto al
partecipazione e i crediti raccordo sulle procedure/buone Francesca Guaran
vrà: 14.30 Perché è meglio prevenire che Psicoterapeuta specializzata In
prassi in merito al riconoscimento Sviluppo, Pianificazione degli I
rso curare? precoce dei DSA psicoterapeutici
satisfaction che sarà C. Termine R. Contarino
11 ottobre all’ 11 Luigi Macchi
termine non sarà più 15.00 Protocolli identificazione precoce 18.00 Iniziative di identificazione e Referente Ufficio Scolastico A.T
ttestato. Regione Veneto, esempio di buone intervento precoce sul territorio
10 ottobre 2016 prassi (prima parte): dell’UST di Varese Giampaolo Magni
scuola infanzia Psicologo, ATS Insubria
vrà essere fatta dall’utente L. Macchi
no 48 ore prima l’inizio Aula Magna F. Guaran
i dipendenti della ASST dei Claudio Merletti
30,00 €.
Università degli Studi dell’Insubria 18.30 Discussione Dirigente Ufficio Scolastico A.T
Via Ravasi 2 - Varese 16.00 Discussione
GANIZZATIVA
19.00 Chiusura dei lavori Cristiano Termine
Nascimbeni Professore Associato in Neu
e, ASST dewi Sette Laghi Con la collaborazione e il Patrocinio di Università degli Studi dell’Insub
7 Fax: 0332/278.983 customer satisfaction Dirigente Medico S.C. Neuro
compilazione OBBLIGATORIA on-line Adolescenza - Ospedale F. Del P
@asst-settelaghi.it
disponibile dall’ 11 ottobre all’ 11 novembre p.v. ASST dei Sette Laghi
GHI.IT link corsi di formazione
FORMAZIONE.
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Sezione di Varese
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DGR
PIEMONTE
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PREVENIRE LE CONSEGUENZE
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H2020-SC1-PHE-CORONAVIRUS-2020-2bAbilità di lettura, tempo speso quotidianamente sui libri e sviluppo del vocabolario.
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BMJ 2018;362:k3253 doi: 10.1136/bmj.k3253 (Published 25 July 2018) Page 1 of 1
News
NEWS
Child mental health: dedicated staff will be deployed
to schools and colleges from next year
Ingrid Torjesen
London
The government has unveiled plans for an army of new mental organisations—will pilot and roll out these new mental health
health staff to work in and around schools and colleges from support teams and will test how they can work with other
next year to support mental health needs in young people. services. Mental health support teams will cover at least 20-25%
However, the Royal College of Paediatrics and Child Health of the population by the end of 2022-23.
expressed disappointment with the plans, published on 25 July Matt Hancock, England’s health and social care secretary, said,
by the Department of Health and Social Care in its response to “By creating a dedicated new workforce in schools, which when
the consultation on the green paper for young people’s mental in post could equate to more than the entire total current child
health.1 and young person’s mental health NHS workforce, we will
Max Davie, officer for health promotion at the college, saidGA support each and every child in fulfilling their potential as we
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transform mental health services in this country.”
the initiative alone was an inadequate response to the situation.
H2020-SC1-PHE-CORONAVIRUS-2020-2b
“It takes a number of teams working collaboratively and Designated leads for mental health will be appointed fromnature.com/brain-disorders
REVIEW OPEN
Reducing neurodevelopmental disorders and
disability through research and interventions
Michael J. Boivin1,2, Angelina M. Kakooza3, Benjamin C. Warf4, Leslie L. Davidson5,6 & Elena L. Grigorenko7
We define neurodevelopment as the dynamic inter-relationship between genetic, brain, cognitive, emotional and behavioural
processes across the developmental lifespan. Significant and persistent disruption to this dynamic process through environmen-
tal and genetic risk can lead to neurodevelopmental disorders and disability. Research designed to ameliorate neurodevelop-
mental disorders in low- and middle-income countries, as well as globally, will benefit enormously from the ongoing advances in
understanding their genetic and epigenetic causes, as modified by environment and culture. We provide examples of advances
in the prevention and treatment of, and the rehabilitation of those with, neurodevelopment disorders in low- and middle-in-
come countries, along with opportunities for further strategic research initiatives. Our examples are not the only possibilities for
strategic research, but they illustrate problems that, when solved, could have a considerable impact in low-resource settings. In
each instance, research in low- and middle-income countries led to innovations in identification, surveillance and treatment of
a neurodevelopmental disorder. These innovations have also been integrated with genotypic mapping of neurodevelopmental
disorders, forming important preventative and rehabilitative interventions with the potential for high impact. These advances
will ultimately allow us to understand how epigenetic influences shape neurodevelopmental risk and resilience over time and
across populations. Clearly, the most strategic areas of research opportunity involve cross-disciplinary integration at the inter-
section between the environment, brain or behaviour neurodevelopment, and genetic and epigenetic science. At these junctions
a robust integrative cross-disciplinary scientific approach is catalysing the creation of technologies and interventions for old
problems. Such approaches will enable us to achieve and sustain the United Nations moral and legal mandate for child health and
full development as a basic global human right.
Nature 527, S155-S160 (19 November 2015), DOI: 10.1038/nature16029
This article has not been written or reviewed by Nature editors. Nature accepts no responsibility for the accuracy of the information provided.
O ne evaluation of early childhood developmental status in low-
and middle-income countries (LMICs) estimates that 15.7%
of children are significantly delayed in their cognitive devel-
opment, 26.3% in socioemotional development and 36.8% in either or
both (D. C. McCoy, personal communication). Stunting, lowGA wealth and
developmental processes are a part of child health in the broader con-
text of communicable and non-communicable disease1. The develop-
mental origins of the health and disease hypothesis proposes that the
physiological processes of developmental plasticity operate in early
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childhood, but have the potential for adverse consequences in later 18
living in a rural area are significantly associated withH2020-SC1-PHE-CORONAVIRUS-2020-2b
neurodevelopmen- life2. Consequently, childhood — particularly early childhood — is a
tal delay; most of the children live in Africa and eastern Asia. Fortunate- high-priority target for both preventive and remediating interventionsGA 101016112 — ESSENCE H2020-SC1-PHE-CORONAVIRUS-2020-2b
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Obbiettivo:
Indagare se la collaborazione tra scuola e NPI può migliorare la specificità degli
invii ai servizi e ridurre le liste d’attesa
A questo scopo:
È stato realizzato il progetto «Indipote(dn)s» ed analizzati i dati relativi all’a.s
2018-2019
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H2020-SC1-PHE-CORONAVIRUS-2020-2bL. 170, 8 ottobre 2010, art. 3 c. 3
Scuola Famiglia Servizi
Interventi di identificazione precoce
dei casi a rischio
Iter diagnostico
Attività di recupero mirato
Richiesta di valutazione
Diagnosi à documento di
certificazione diagnostica
Comunicazione alla famiglia
Comunicazione alla scuola
Provvedimenti compensativi e dispensativi– didattica e
valutazione personalizzata
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H2020-SC1-PHE-CORONAVIRUS-2020-2bFalsi positivi
Le strutture NPI soffrono di sovraffollamento
e non sono più in grado di fornire risposte tempestive a chi ne ha bisogno.
È necessario uno specifico protocollo di monitoraggio e potenziamento
per discriminare chi può migliorare con l'esercizio da chi presenta un disturbo
dell'apprendimento
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H2020-SC1-PHE-CORONAVIRUS-2020-2bGA 101016112 — ESSENCE H2020-SC1-PHE-CORONAVIRUS-2020-2b
ENVIRONMENT = SCHOOL = TEACHERS
To achieve and sustain the United Nations moral and legal mandate
for child health and full development as a basic global human right,
a robust integrative cross-disciplinary scientific approach is needeed.
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H2020-SC1-PHE-CORONAVIRUS-2020-2bThe project
Respect current Prevent Multidisciplinary
legislation observing and approach
detecting risk signs through
in children; collaboration among
(Article 3, Law n.
using teachers and health
170, Oct. 2010) empowerment professionals
activities
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H2020-SC1-PHE-CORONAVIRUS-2020-2bAttori del progetto Dirigenti
scolastici
Unità NPI Docenti
Il Case manager si interfaccia con le famiglie
e l’equipe della Neuropsichiatria, portando
in discussione i casi.
Famiglie Alunni
Il supervisore territoriale è il docente
referente dei centri territoriali per
l’inclusione. Supervisori Case
territoriali manager
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H2020-SC1-PHE-CORONAVIRUS-2020-2bDati Ci siamo concentrati sui dati relativi alla seconda
annualità del progetto nelle classi di prima e
seconda primaria.
Sezioni/ Alunni
Scuole
classi osservati
A.s.
23 31 676
2017-2018 Alunni Docenti
Scuole Classi
A.s. osservati coinvolti
37 50 1005
2018-2019 Primaria
A.s
18 25 505 72
120 900 15.200 (1^)
2019-2020 Primaria
8 11 222 27
(2^)
Totale 26 36 727 99
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H2020-SC1-PHE-CORONAVIRUS-2020-2bVademecum
Provides teachers with operational ideas to
empower basic skills necessary for learning to
Reading and writing Mathematics Learning processes read, write and calculating
1
Empowering activities in small groups / in pairs /
individually
Allows flexible use of tools, based on
teaching experience
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H2020-SC1-PHE-CORONAVIRUS-2020-2bFrom analytic observation to empowerment
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H2020-SC1-PHE-CORONAVIRUS-2020-2bStrumenti
Indicatore: enumera oralmente progressivamente
fino a 10 (entro il 20 a fine anno)
Ambiti di
Area Indicatori di verifica
rilevamento
Aree 54. Enumera oralmente progressivamente fino a 10 senza esitazioni
(entro il 20 a fine anno)
Apprendimento
Conteggio 55. Enumera oralmente in senso regressivo da 10 a 0
della matematica
56. Di fronte ad oggetti in ordine sparso, li conta ad alta voce senza
Griglia di osservazione ripetizioni od omissioni
57. Enumera progressivamente partendo da un numero diverso da
"uno"
Vademecum: proposta di attività di potenziamento
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H2020-SC1-PHE-CORONAVIRUS-2020-2bAttività di potenziamento
Ø a tutto il gruppo o in piccolo gruppo;
Ø per 15/20 minuti più volte durante la settimana (3 volte), dedicando una maggiore attenzione ai
bambini che presentano particolari fragilità.
Ø Si sottolinea l’importanza del fattore FREQUENZA ovvero della necessità di garantire continuità e
ripetizione delle attività di potenziamento.
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H2020-SC1-PHE-CORONAVIRUS-2020-2bFasi del progetto
FASE 1 Novembre/Dicembre Osservazione generale della classe
Osservazione sistematica dei bambini
FASE 2 Gennaio
in difficoltà
Attività di rinforzo
FASE 3 Febbraio – Maggio
(almeno tre volte a settimana)
Osservazione sistematica dei bambini
FASE 4 Maggio
con difficoltà resistenti al rinforzo
Incontro con le famiglie
FASE 5 Maggio/Giungo
Incontro con i Servizi di NPI
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H2020-SC1-PHE-CORONAVIRUS-2020-2bIl risultato mostra che l’utilizzo di un metodo sistematico di osservazione e di
Risultati potenziamento delle situazioni di fragilità può portare ad una significativa riduzione di
richieste di intervento da parte dei servizi.
Totale alunni Totale alunni % alunni
% alunni migliorati
osservati potenziati potenziati
Primaria (1^) 505 121 24% 44%
Primaria (2^) 222 68 31% 50%
Totale 727 189 26% 47%
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H2020-SC1-PHE-CORONAVIRUS-2020-2bCase Manager
Requisiti: Compiti:
Ø esperienza di insegnamento, di Ø monitorare l’andamento del progetto;
coordinazione e mediazione;
Ø supportare i docenti;
Ø conoscenza sui DSA;
Ø verificare la correttezza e la coerenza
Ø garanzia di stabilità nella scuola; nella compilazione delle griglie;
Øpartecipazione al percorso di ØInterfacciarsi con le famiglie e l’equipe di
formazione previsto dal progetto. NPI.
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H2020-SC1-PHE-CORONAVIRUS-2020-2bIncontri organizzati
Case manager Valutazione clinica
urgente
tra per
Neuropsichiatra Infantile
•
•
Varese
Laveno-Mombello
Prosecuzione del
• Arcisate potenziamento a scuola
• Luino
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H2020-SC1-PHE-CORONAVIRUS-2020-2bPROTOCOLLO DI COLLABORAZIONE PER LE ATTIVITA’ DI
IDENTIFICAZIONE PRECOCE DEI CASI SOSPETTI DI DSA
tra
UFFICIO XIV – AT VARESE e AT DI COMO
e
ASST SETTE LAGHI, ASST VALLE OLONA,
ASST LARIANA
(ATS INSUBRIA)
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H2020-SC1-PHE-CORONAVIRUS-2020-2bD.G.R 4508 del 01.04.2021
Indirizzi di programmazione per il 2021
Regione Lombardia identifica come prioritario investire
Ø sulle Neuropsichiatrie e sulle attività di identificazione
precoce e potenziamento connesse ai DSA.
Ø sulla Telemedicina, per rendere tali attività usufruibili
anche a distanza.
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H2020-SC1-PHE-CORONAVIRUS-2020-2b2020/2021
October 2020: proposal to all schools AT Varese and Como à
recruitment
November/December 2020: observation of the whole group
of children
January 2021: systematic observation of children with critical
issues
January/May 2021: empowerment activities
May 2021: systematic post-empowerment observation
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H2020-SC1-PHE-CORONAVIRUS-2020-2bCovid-19 Lockdown
Schools have been closed and classes shifted to home-based distance-learning models
Schools have to be closed and classes shifted to home-based distance-learning models
In this new scenario, teachers cannot directly observe the way pupils hold a pen, the lack of
In this new scenario,
coordination, teachers
the sense cannot
of space, directly
the effort in observe
reading athe way
text, thepupils hold ain
difficulties pen, the effort
computing in
etc.
reading a text, the difficulties in computing etc.
Particularly relevant for first and second grader à the earlier literacy related problems are
Particularlythe
identified, relevant for first and
more effective, andsecond grader
the more à the earlier
cost-effective literacy related
the interventions problems
are likely to are
be.
identified, the more effective, and the more cost-effective the interventions are likely to be.
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H2020-SC1-PHE-CORONAVIRUS-2020-2bCOVID-19 pandemic
Risk for mental health and learning difficulties,
especially for fragile subjects
Seniors Children
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H2020-SC1-PHE-CORONAVIRUS-2020-2bESSENCE
Progetto internazionale finanziato dalla commissione europea nell’ambito di Horizon 2020
Professionisti dell'educazione Professionisti della salute
Identificazione precoce a distanza e Diagnosi a distanza e attività di
potenziamento delle difficoltà di formazione
apprendimento
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H2020-SC1-PHE-CORONAVIRUS-2020-2bESSENCE – i partner
https://essence2020.eu
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H2020-SC1-PHE-CORONAVIRUS-2020-2bIL PROGETTO ESSENCE
• Nuovo modello di comunicazione a distanza che si basa sulla stimolazione, il
monitoraggio remoto, la tele-assistenza e la connessione tra utenti, famiglie e
professionisti
Adulti anziani non fragili
o pre-fragili
• 2 gruppi target
Bambini di 1^ e 2^ primaria con
particolare attenzione a coloro
che hanno difficoltà di
apprendimento
• 9 partner provenienti da 6 paesi UE tra cui
• Community-Based Activity Center (CBAC) piattaforma olistica basata su
stanze virtuali
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H2020-SC1-PHE-CORONAVIRUS-2020-2bEducation and health professionals
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H2020-SC1-PHE-CORONAVIRUS-2020-2bChild alone
Children in groups
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H2020-SC1-PHE-CORONAVIRUS-2020-2bTeacher to child
Teacher to class
Health
professional
to child
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H2020-SC1-PHE-CORONAVIRUS-2020-2bChildren and
grandparents
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H2020-SC1-PHE-CORONAVIRUS-2020-2bIL RUOLO DI UIN IN ESSENCE
Valutare l'impatto del COVID-19 sul gruppo target dei
bambini mediante questionari
Implementazione di attività di socializzazione (giochi da
computer, da tavolo, attività motorie) e di serious game per
il potenziamento di lettura, scrittura e calcolo
Fase di pre-pilot su 7 bambini per testare usabilità e
gradimento
Fase di final pilot su 60 bambini per testare il sistema
ESSENCE in scenari della vita reale
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H2020-SC1-PHE-CORONAVIRUS-2020-2bIl questionario: effetti della quarantena obbligatoria
da COVID-19 sugli studenti della provincia di Varese
• Studio osservazionale monocentrico
• Dati anonimi raccolti durante «il primo lockdown» dal 9.3.2020 al
18.5.2020
732 bambini (347 F e 365 M) di 1^ primaria
• 1460 bambini
748 bambini (372 F e 376 M) di 2^ primaria
• 97 domande
Genitori
• Diviso in 2 sezioni
Bambini
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H2020-SC1-PHE-CORONAVIRUS-2020-2bRisultati (3)
• Presenza di uno spazio adeguato a casa • Sesso maschile
• Disponibilità del docente per ulteriori • Basso status socioeconomico
spiegazioni delle materie scolastiche
• Assenza di un ambiente
• Maggiore quantità di compiti a casa silenzioso
• Tempi di valutazione programmati
• Riduzione dei contatti con i
• Possibilità di collaborare con i compagni compagni
di classe nel fare compiti e progetti
• Presenza di un tutor
Impatto POSITIVO Impatto NEGATIVO
sulle prestazioni da sulle prestazioni da
remoto dei bambini remoto dei bambini
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H2020-SC1-PHE-CORONAVIRUS-2020-2bchildren
Article
Reading Skills of Children with Dyslexia Improved Less Than
Expected during the COVID-19 Lockdown in Italy
Ilaria Maria Carlotta Baschenis 1,† , Laura Farinotti 1,† , Elena Zavani 2 , Serena Grumi 1 , Patrizia Bernasconi 1 ,
Enrica Rosso 1 , Livio Provenzi 1 , Renato Borgatti 1,2 , Cristiano Termine 3 and Matteo Chiappedi 1, *
1 Child Neuropsychiatry Unit, IRCCS Mondino Foundation, 27100 Pavia, Italy;
ilaria.baschenis@mondino.it (I.M.C.B.); laura.farinotti@mondino.it (L.F.); serena.grumi@mondino.it (S.G.);
patrizia.bernasconi@mondino.it (P.B.); enrica.rosso@mondino.it (E.R.); livio.provenzi@mondino.it (L.P.);
renato.borgatti@mondino.it (R.B.)
2 Department of Brain and Behavioral Sciences, University of Pavia, 27100 Pavia, Italy;
elena.zavani01@universitadipavia.it
3 Department of Medicine and Surgery, University of Insubria, 21100 Varese, Italy;
cristiano.termine@uninsubria.it
* Correspondence: matteo.chiappedi@mondino.it
† These authors contributed equally to this work.
Abstract: Following school closures due to the SARS-CoV-2 pandemic, for some months, children
received only distance learning. The effects of this approach, however, are not clear for children with
dyslexia. We conducted a cross-sectional comparison between children with and without dyslexia
!"#!$%&'(! after the so-called “lockdown” and a comparison between pre- and post-lockdown parameters in
!"#$%&'
children with dyslexia. We recruited sixty-five children with dyslexia (dyslexia group, DG) from
Citation: Baschenis, I.M.C.; Farinotti,
an outpatient facility in Pavia (Lombardy, Italy) and fifty-two children without specific learning
L.; Zavani, E.; Grumi, S.; Bernasconi,
disabilities as the control group (CG) from summer camps in the same province. We performed
P.; Rosso, E.; Provenzi, L.; Borgatti, R.;
Termine, C.; Chiappedi, M. Reading
neuropsychological tests to explore reading skills and an ad hoc questionnaire to explore how parents
Skills of Children with Dyslexia and children had experienced the measures taken to reduce spreading of SARS-CoV-2 infection.
Improved Less Than Expected during Between 59 to 63% of children with dyslexia did not reach the average expected increase of reading
the COVID-19 Lockdown in Italy. skills. According to their parents, they also showed greater social isolation and fewer worries about
Children 2021, 8, 560. https:// the pandemic and the school’s closure. Our data indicate that children with dyslexia are at increased
doi.org/10.3390/children8070560 risk of consequences on their learning potential in case of school closure. They also seem to have
a peculiar psychological experience of school closure. Specific interventions should therefore be
Academic Editor: Francisco provided to minimize the risk of negative effects on global development.
Alcantud-Marín
Keywords: COVID-19; dyslexia; reading skills; learning disability
Received: 17 May 2021
Accepted: 28 June 2021
Published: 29 June 2021
1. Introduction
Publisher’s Note: MDPI stays neutral
During the first months of 2020, Italy was rapidly and dramatically affected by the
with regard to jurisdictional claims in GA 101016112 — ESSENCE 52
published maps and institutional affil- rapid outbreak of the SARS-CoV-2 pandemic [1]. Government attempts to mitigate and
iations.
H2020-SC1-PHE-CORONAVIRUS-2020-2b
contain the virus spread required a massive reduction of physical contact and the lockdownCurrent Psychology
https://doi.org/10.1007/s12144-021-02321-2
Investigating the effects of COVID-19 lockdown on Italian children
and adolescents with and without neurodevelopmental disorders:
a cross-sectional study
Cristiano Termine1,2 · Linda Greta Dui3 · Laura Borzaga1 · Vera Galli4 · Rossella Lipari1 · Marta Vergani5 ·
Valentina Berlusconi1 · Massimo Agosti2,6 · Francesca Lunardini3 · Simona Ferrante3
Accepted: 15 September 2021
© The Author(s) 2021
Abstract
We conducted a cross-sectional study to compare the impact of social distancing and lifestyle changes that occurred dur-
ing Corona Virus Disease 2019 (COVID-19) lockdown on children and adolescents with and without Neurodevelopmental
Disorders (NDDs). An online questionnaire was administered in order to investigate the effects of NDD condition, socio-
demographic status, familiar/home environment and COVID-19 exposure on their lives during a two months period of
social isolation. We used logistic regression, focusing on five endpoints (remote learning, lifestyle, stress/anxiety, sociality,
scolding) to define the extent of these effects. Most questions were paired up to parents and children, to verify the occur-
rence of agreement. 8305 questionnaires were analyzed, 1362 of which completed by NDDs and 6943 by controls. Results
showed that the presence of a NDD, compared to controls, had a significant impact on: Remote Learning (i.e. subjects with
NDDs experienced more difficulties in attending online classes and studying), Sociality (i.e. subjects with NDDs missed
their schoolmates less), Scolding (i.e. subjects with NDDs were scolded more often) and Anxiety (i.e. subjects with NDDs
were perceived by their parents as more anxious). Substantial agreement between parents and children arose from questions
concerning Remote learning, Lifestyle and Scolding. The current study actually points out that having a NDD gives account
for a stronger influence on school performance and on behavioral and psychological aspects, during a two months lockdown.
Such results may provide useful information to governments and school authorities on how carrying through supportive
strategies for youth affected by NDDs.
Keywords COVID-19 · Neurodevelopmental Disorders · Tic · Autism Spectrum Disorder · ADHD · Specific Learning
Disorders
* Cristiano Termine Introduction
cristiano.termine@uninsubria.it GA 101016112 — ESSENCE 53
The World Health Organization declared a public health
1 H2020-SC1-PHE-CORONAVIRUS-2020-2b
Child Neuropsychiatry Unit, Department of Medicine emergency of international concern for the COVID-19 on• Influenza negativa su apprendimento e pianificazione delle ruotine
Necessità di una forte connessione con gli alunni, migliore
organizzazione e maggiori contatti tra alunni e insegnanti
La semplice adozione di una piattaforma di insegnamento da remoto
(DAD) è poco efficace.
• Serious game su tablet ispirati al Vademecum e alle evidenze della
recente letteratura
• Risultati registrati e disponibili per insegnanti/clinici
GA 101016112 — ESSENCE
H2020-SC1-PHE-CORONAVIRUS-2020-2bMinigames
Sviluppo di una serie di minigames per potenziare competenze di letto-scrittura e calcolo
• Tre domini
• Lettura
• Scrittura
• Calcolo
• Cornice narrativa e personaggi guida per
stimolare la partecipazione
• Obiettivi generali e obiettivi personalizzati per
favorire la motivazione dei bambini
• Alcuni giochi simili a esercizi, altri più di
azione
GA 101016112 — ESSENCE 55
H2020-SC1-PHE-CORONAVIRUS-2020-2bModalità di utilizzo
In base all’osservazione sistematica effettuata
secondo le indicazioni di Indipote(dn)s,
i bambini sono suddivisi in due gruppi:
Bambini non a rischio Bambini a rischio
• Possono utilizzare i minigames quando • A seconda dell’indicazione dell’insegnante:
preferiscono • Sono disponibili solo alcune tipologie di
• Nessuna restrizione in merito al tipo di gioco minigames
• I minigames presentano parametri di
• La difficoltà viene modulata automaticamente
gioco personalizzati
in base ai risultati precedenti
GA 101016112 — ESSENCE 56
H2020-SC1-PHE-CORONAVIRUS-2020-2bJMIR SERIOUS GAMES Dui et al accomplishing increased interaction and more dynamic change with gesture acquisition.
scenarios. Such features contribute to achieving a greater
Original Paper engagement, which is key especially for children’s application. Methods
However, such a technology must be validated for the study of
A Tablet App for Handwriting Skill Screening at the Preliteracy handwriting, since the tablet surface can affect writing Materials
performance. Difficulties in changing the writing support are The hardware chosen for the experiment was Samsung Galaxy
Stage: Instrument Validation Study particularly evident in children [24], and we must assure that a Tab A with an S-Pen (Figure 1). The S-Pen with a rubber tip
was used to better mimic the paper-and-pencil condition.
Figure 1. Experimental setup. A kindergartner is executing one of the exercises on the tablet with an S-Pen.
Linda Greta Dui1, MSc; Francesca Lunardini1, DPhil; Cristiano Termine2, Prof Dr; Matteo Matteucci1, Prof Dr; Natale
Adolfo Stucchi3, Prof Dr; Nunzio Alberto Borghese4, Prof Dr; Simona Ferrante1, Prof Dr
1
Department of Electronics, Information and Bioengineering, Politecnico di Milano, Milan, Italy
2
Department of Medicine and Surgery, University of Insubria, Varese, Italy
3
Department of Psychology, Università degli Studi di Milano-Bicocca, Milan, Italy
4
Department of Computer Science, University of Milano, Milan, Italy
Corresponding Author:
Linda Greta Dui, MSc
Department of Electronics, Information and Bioengineering
Politecnico di Milano
Via Colombo 40
Milan, 20133
Italy
Phone: 39 0223999690
Email: lindagreta.dui@polimi.it
Abstract
Background: Difficulties in handwriting, such as dysgraphia, impact several aspects of a child’s everyday life. Current
methodologies for the detection of such difficulties in children have the following three main weaknesses: (1) they are prone to
subjective evaluation; (2) they can be administered only when handwriting is mastered, thus delaying the diagnosis and the
possible adoption of countermeasures; and (3) they are not always easily accessible to the entire community.
Objective: This work aims at developing a solution able to: (1) quantitatively measure handwriting features whose alteration
is typically seen in children with dysgraphia; (2) enable their study in a preliteracy population; and (3) leverage a standard
consumer technology to increase the accessibility of both early screening and longitudinal monitoring of handwriting difficulties.
Methods: We designed and developed a novel tablet-based app Play Draw Write to assess potential markers of dysgraphia
through the quantification of the following three key handwriting laws: isochrony, homothety, and speed-accuracy tradeoff. To
extend such an approach to a preliteracy age, the app includes the study of the laws in terms of both word writing and symbol
drawing. The app was tested among healthy children with mastered handwriting (third graders) and those at a preliterate age
(kindergartners).
Results: App testing in 15 primary school children confirmed that the three laws hold on the tablet surface when both writing
words and drawing symbols. We found significant speed modulation according to size (PIn conclusione…
Bambini svantaggiati da una forma di insegnamento a distanza
oppure con «semplice» ritardo di acquisizione
Rischio che siano indirizzati ai servizi di Neuropsichiatria Infantile
Necessità di uno specifico protocollo di potenziamento e monitoraggio
anche da remoto
Aiutare chi può migliorare con attività di rinforzo e individuare chi è
probabilmente davvero a rischio di DSA
GA 101016112 — ESSENCE
H2020-SC1-PHE-CORONAVIRUS-2020-2bNeurological Sciences
https://doi.org/10.1007/s10072-020-04481-8
COVID-19
So far so close: an insight into smart working and telehealth
reorganization of a Language and Learning Disorders Service
in Milan during COVID-19 pandemic
Daniela Sarti 1 & Marinella De Salvatore 1 & Stefania Gazzola 1 & Chiara Pantaleoni 1 & Elisa Granocchio 1
Received: 27 April 2020 / Accepted: 20 May 2020
# Fondazione Società Italiana di Neurologia 2020
COVID pandemic forced a large number of countries around The Management of Fondazione IRCCS Istituto
the world to restructure the social life and the people working Neurologico Besta in Milan, one of the most struck town,
activities, according to the newly established rules of individ- agreed upon the request to secure continuous assistance to
ual and group protection Figure 1. patients and to assure workers’ protection by abiding by the
Social distancing and stay-at-home orders act as the main rules in force, started a project of telemedicine for outpatient
barriers against virus spreading. They constitute, however, a activities, in accordance with experiences made in Italy by
substantial challenge in taking care and rehabilitation of chil- other neurologists as specified in the article by Caso and
dren with neuro-development disorders, which are based in Federico [2], and allowed smart working procedures for pro-
direct contact and affective resonance. Research already fessionals involved in children diagnosis and rehabilitation,
highlighted, in children living in pandemic affected areas, with the only exception of doctors and nurses.
emotional and behavioral issues as a consequence of adult Such services have been promptly reorganized, with the
stress or discomfort and of contention measures [1]. challenging quick design of a new way to provide services,
It can be expected even more so in fragile children showing and a number of coordination meetings were held.
neuro-development disorders. Specifically, in language and
learning disorders, for which the estimated incidence is 5–
10% of the population, the guidelines in taking charge of these The reorganization of the Language
pathologies suggest early detection and ongoing treatments to and Learning Disorder Service
lower risk factors and comorbidity.
In Italy, following government regulations on virus spread Our service reorganization required an answer to the follow-
containment (March 9 DPCM “Io resto a casa”—“I’m staying ing questions:
home”), child neuropsychiatric services have been forced to
suspend care activities. The management adapted to this event & Which are the goals and activities of the personnel, speech
in very different ways: forced holidays, part-time work, smart therapists, psychologists, and child neuropsychiatrists?:
working, wage compensation (fund); in Lombardy, one of the rehabilitation, counseling, parents’ interviews,
most struck regions, a decree promoted remote work and guar- assessments.
anteed telepractice reimbursement by the regional health sys- & Which is the best way to provide services and information
tem. The Italian Society of Infantile Neuropsychiatry and communication technology (ICT) tools?: tele-
(SINPIA) drafted a practical document about the service reor- rehabilitation with commonly available platforms; exper-
ganization (www.sinpia.eu). imental trainings; word forms; clinical interviews in con-
ference call; direct child video-assessment or via video
clips or by filling forms. Other tools are as follows: email,
* Daniela Sarti phone, video calls.
daniela.sarti@istituto-besta.it & How to record activities?: recording of all activities and
performing services in a shared centralized calendar, re-
1
Developmental Neurology Unit - Language and Learning Disorders
motely accessible from home
Service, Fondazione IRCCS Istituto Neurologico Carlo Besta, & How and when the activities have to be reviewed?: month-
Milan, Italy ly verifications against defined goals and objectives
GA 101016112 — ESSENCE 59
H2020-SC1-PHE-CORONAVIRUS-2020-2bCoinvolgimento dei pediatri
GA 101016112 — ESSENCE 60
H2020-SC1-PHE-CORONAVIRUS-2020-2bESSENCE – i partner
https://essence2020.eu
Capofila del progetto:
Politecnico di Milano, prof.ssa Simona Ferrante PhD, Ingegnere Biomedico
GA 101016112 — ESSENCE
H2020-SC1-PHE-CORONAVIRUS-2020-2bGRUPPO DI RICERCA
Università degli Studi dell’Insubria
Prof. Cristiano Termine MD Prof. Maurizio Versino MD
Medico specialista in neuropsichiatria Medico specialista in neurologia
infantile
Prof. Stefano Bonometti PhD
Dottore in didattica e metodologia
dell’educazione
GA 101016112 — ESSENCE 62
H2020-SC1-PHE-CORONAVIRUS-2020-2bDott. Sandro Franceschini PhD
Psicologo specializzato in riabilitazione dei
disturbi dell’apprendimento
Dott.ssa Marisa Bortolozzo
Psicologa e psicoterapeuta esperta in disturbi
dell’apprendimento
GA 101016112 — ESSENCE 63
H2020-SC1-PHE-CORONAVIRUS-2020-2bDott.ssa Stefania Fontolan, MD
Medico in formazione specialistica in
neuropsichiatria infantile
Dott.ssa Letizia Quadrelli, MD Dott.ssa Giulia Gri, MD
Medico Chirurgo Medico Chirurgo
GA 101016112 — ESSENCE 64
H2020-SC1-PHE-CORONAVIRUS-2020-2bGRUPPO DI RICERCA
Ufficio Scolastico Territoriale Varese
Prof. Giuseppe Carcano I.C. Statale di Gavirate (VA)
Responsabile Ufficio Scolastico
Territoriale
Dirigente Scolastica
Prof.ssa Ornella Fiorillo
Prof.ssa Simonetta Bralia Prof. Luigi Macchi
Docente specializzata Docente e referente per Prof.ssa Paola Mastrorilli
in bisogni educativi speciali l’inclusione Referente CTI di Gavirate
GA 101016112 — ESSENCE 65
H2020-SC1-PHE-CORONAVIRUS-2020-2bGrazie per l’attenzione!
GA 101016112 — ESSENCE 66
H2020-SC1-PHE-CORONAVIRUS-2020-2bContatti
Cristiano Termine, MD
cristiano.termine@uninsubria.it
Unità di Neuropsichiatria Infantile,
Scuola di Medicina, Università dell’Insubria
Ospedale del Ponte – ASST dei Sette Laghi
Piazza Biroldi 19
21100 Varese, Italy
Tel. + 39 0332 299410
Fax + 39 0332 299381
Board Director - European Dyslexia Association
www.eda-info.eu
GA 101016112 — ESSENCE 67
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