**5. Most common strategies**

What is presented here is a list and an analysis of the most commonly and usually adopted strategies with students with SEN, which however constitute only the starting point for other and better forms of adaptation. These tools are not exactly

#### *Learning Disabilities and Inclusiveness DOI: http://dx.doi.org/10.5772/intechopen.114036*

technological, but rather they are strategies that allow to partially overcome those problems that do not allow the student to learn with serenity [14].

There are many strategies that can encourage the development of soft skills in school. These are learning tools, therefore for the acquisition of knowledge rather than relational skills, but they are essential because they can allow you to overcome, at least in part, some blocking mechanisms that do not allow you to learn with serenity.

These tools can simply range from using a more legible font to reformulating a text in more accessible language to segmenting the text into small subtexts so that students can grasp the key points of the articulation of the speech. Usually they are still simple tools, possible with only the use of a simple word processing program [21–23].

A larger and more legible font can improve the visual aspect of an entire text and in itself is a small help, but very important for those with dyslexia problems, because it helps to better orient on the written page [24].

Segmenting a text into multiple subtexts helps students to better understand the structure of a text [25].

Translating a text into a simpler and more immediate language allows everyone to become familiar with the text itself and to appreciate its content. While the style of a story may go unnoticed, what is important is that the content is accessible to everyone.

Other useful methodologies for inclusive teaching should be the following:


friendship bonds, which have gone beyond the simple educational path, with the development of self-esteem and self-confidence [32];


Below an example of "good practices" follows, with references to the school where they have developed and the results obtained.

In the comprehensive institute "De Gasperi Stefano" (Putignano, Bari) [37] in a primary school class, the following reading workshop was carried out.

A primary school class read Sepulveda's novel *The Story of The Cat Who Taught Seagulls To Fly.* The reading was carried out aloud. The teacher used all the available spaces, even the garden, for recording voices through the interactive monitor. The readings were carried out in a reading circle, combined with moments of dramatization and cooperative-learning activities. Then the children were guided to create and describe the various sequences in which the story can be divided, presenting everything in a lapbook. The students created the most important scenes on cardboard sheets, using recycled material and various graphic-painting techniques. They *Learning Disabilities and Inclusiveness DOI: http://dx.doi.org/10.5772/intechopen.114036*

interpreted the various characters, lending their voices. The children worked on emotions and, in particular, on the value of friendship and solidarity. They even rhymed the story, creating an opening nursery rhyme to the lapbook. A multiple-choice test has been proposed, developed for the comprehension of the text. Descriptive texts, summaries, and text analysis were also added.

This kind of exercise allowed the students to highlight and use different expressive skills, making them work together to compose a unique product, and refined their ability of comparison with different points of view and negotiation.
