Il rapporto tra i DSA e la fisica: indagine sul libro di testo di fisica quale strumento didattico per l’intervento su studenti con DSA.

In the last decades, the theme of Specific Learning Disabilities (SLDs) gradually gained traction in the fields of Pedagogy and Didactics, especially under the theoretical framework of Special Education Needs (SENs), as shown by the growth in dedicated studies. Despite this general interest, implications of Specific Learning Disabilities (SLDs) in the field of education of scientific disciplines are still not enough deepened, both regarding the analysis of the relationship between these disabilities and the scientific subjects and in regard to the definition of specific didactic interventions. In this dissertation we investigate the existing research on SLDs and SENs and their relationship with the scientific disciplines, including Physics. Based on this reconstruction, we present the construction of an analytical tool of the physics textbook as a didactic tool, focussing on the cognitive load that it can induce in students with SLDs. The proposed tool has been tested on two textbooks, Physics by James S. Walker (2020, Pearson) and l’Amaldi per i licei scientifici.blu by Ugo Amaldi (2012, Zanichelli), especially on chapters on the electric field. Then, the main results of the analysis of this application to the texts and some conclusions on these data are presented.