Teaching Dyslexics Students with the Targeted, Individual, Structured, Integrated Program in the Lesson of History

Specific learning difficulties (dyslexia) are examined as a neurodevelopmental disorder according to the educational and teaching dimensions resulting from the effective or the ineffective coping with the difficulties of the school. In this editorial we will describe and analyze some recent findings in this field, also deriving from the change of diagnostic criteria proposed in 2013 by the American Psychiatric Association in DSM-5 that has led to an increase in the number of students that meet diagnostic criteria and that has led to an increase of the level of the heterogeneity of their functional profiles. Especially in secondary education the subject has implications for the future career of the pupils. The philologist who has expertise in the special educational needs by educational Greek law support the difficulties of his pupils. So, he should know the appropriate pedagogical tools to understand and support them. The aim of the research is to study the teaching intervention dyslexic pupils with emphasis on the memory difficulties in the course of the history. The pedagogical tool as the Targeted, Individual, Structured, Integrated Program for Special Educational Needs (TISIPfSEN) used in the primary and secondary teaching programs in the inclusion school systems. The pedagogical experiment of the special teaching methodology of TISIPfSEN was implemented in a certain case of a 3rd grade of Gymnasium student who intervened in the history lessons. The research issue was demonstrated in part because it requires the philologist to have been trained in the provision of the TISIPfSEN training tool in the difficulties of language, which is not always the case in undergraduate or postgraduate studies. In the case where the philologist himself has been trained in the TISIPfSEN methodology, he has emerged that he can design and implement the suitably adapted and differentiated intervention program with an emphasis on text comprehension. In the conclusions, we underlined that through the implementation of TISIPfSEN, the student succeeded in achieving the educational target we set by presenting an improvement in reading and understanding texts.