Neurodevelopmental Language Disorders in School Context

Abstract

Literacy is a basic demand of modern civilization. Educational systems promote reading and writing as a primary requirement of schooling. In children with Νeurodevelopmental Disorders, language development is very often affected, and obstacles emerge that are also strongly reflected in writing and reading skills. The difficulties to develop such skills are identified already from the first years of schooling, they are of great concern to the educational community and the school context is called upon to either manage and support these students or implement appropriate interventions to deal with these difficulties. Especially, in early school years but also later, when students develop metacognitive strategies, teaching plays a crucial role in literacy. The ways of pedagogical management and intervention in children with neurodevelopmental disorders and more specifically with Special Learning Disorders that focus on reading and writing skills are a valuable tool for teachers. This chapter will highlight where the various interventions in the school context should be aimed and how important is the role of Executive Functions.