The particular attention shown towards Specific Learning Disorders over the past decade highlights two facets: on the one hand, the complexity of the phenomenon in its evolution; on the other, the consequent necessity to prematurely intervene with a multi-perspectival analysis, and not only with an etiological-linear diagnosis. This article, conforming to the scientific paradigm of Embodied Cognitive Science (ECS), explores the interdependent relationship between the Disorders’ potential origin of biological character and educational environment stimuli, confirming the conditioning and manifesting circularity between bio-genesis and education. The ECS installs itself with evident, scientific legitimacy: it sheds light on — especially in the area of inclusion — the strong need to «rethink didactics» by attributing scientific values to embodied and emotional factors, which are significant and indispensable elements of the learning process.
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