Abstract:

In recent years, research on Specific Learning Disorders (SLDs) has stressed the need to identify tools that can improve student learning and, more specifically, reading and writing skills [1]. New forms of technology have been proved to stimulate children while respecting their learning style [2]. Indeed, SLDs are characterised by a complexity and plurality of connotations that make both the interpretation and the delimitation of the scope of work more complex, given the plurality of cases included in the definition [3]. As a result, it is important to develop teaching aids that can improve the students’ skills to mediate learning. The association between the grapheme and phoneme represents one of the first hurdle students with SLD are faced with when learning to read and write [4]. A common language that may overcome this challenge and provide a different approach to acquire the basic reading and writing skills is the graphic-music alphabet as it uses two channels for learning: the visual and the auditory. The graphic-music alphabet is made up of letters associated with notes, according to an association that gives rise to major musical chords. Thus, a tool is currently being designed at the University of Salerno to be used by teachers at primary school alongside traditional teaching methods. Scratch software has been chosen because it fosters the development of computational skills in children. [5]. This vicariant instrument is aimed at responding to the different needs of students, in terms of learning styles and by appealing to the plurality of intelligences that characterise human beings; in this case the visual and musical intelligences [6]. Vicariance is characterised precisely using one medium in a plurality of different ways to achieve a given objective [7] [8]. The graphic-music alphabet aims to enable the students to visualise how a given letter can be written and associate the set of notes connected to it by means of a pencil-guide that supports the students in the visualisation and memorisation process. The objective is to improve the recognition, discrimination, autonomous and precise writing of the letter, leveraging on the possibility not only to see it, but also hear it, making the experience more meaningful.

References:
[1] W. L. Den Brok, P. S. Sterkenburg, “Self-controlled technologies to support skill attainment in persons with an autism spectrum disorder and/or an intellectual disability: a systematic literature review”, Disability and Rehabilitation: Assistive Technology, 2015.
[2] S. Di Tore, La tecnologia della parola. Didattica inclusiva e lettura. FrancoAngeli, 2016.
[3] P. Crispiani, Disturbi Specifici dell’Apprendimento. In L. D’Alonzo, Dizionario di pedagogia speciale. Morcelliana, 2019.
[4] Doherty, I., & Landells, J. E. N. N. Y. Literacy and numeracy. Language and social disadvantage: Theory into practice, 2006.
[5] J.Fagerlund, P. Häkkinen, M. Vesisenaho, J.Viiri, “Computational thinking in programming with Scratch in primary schools: A systematic review”, Computer Applications in Engineering Education, 2021.
[6] M. Sibilio, Vicarianza e didattica. Corpo, cognizione, insegnamento. Morcelliana, 2017.
[7] H. Gardner, Formae mentis. Saggio sulla pluralità dell'intelligenza. Feltrinelli, 1987.
[8] P.Aiello, U. Sharma, & M. Sibilio, “La centralità delle percezioni del docente nell’agire didattico inclusivo: perché una formazione docente in chiave semplessa?, Italian Journal of Educational Research, 2016.

Keywords:

Special education, inclusion, musical intelligence, assistive technology, Vicariance.