In Italy, during March and April 2026, the ACCESS Project entered a key phase, with training activities aimed at teachers and educators focusing on Specific Learning Disorders and inclusive approaches to learning. More than sixty participants took part in the programme. The initiative involved a group of teachers from both primary and lower secondary levels at the Don Milani Comprehensive Institute in Castelfranco Piandiscò, teachers from San Lorenzo School in Montevarchi, and educators from LeGO.
The training was delivered through the project’s online learning platform and was complemented by in-person meetings designed to encourage exchange and deeper reflection on participants’ experiences.
During the sessions with teachers from the Don Milani Institute, theoretical input alternated with practical activities based on strategies and exercises to address learning challenges. The initiative also benefited from the collaboration of CRT, which provided a speech and language therapist to support teachers throughout the process.
At San Lorenzo School, a particularly relevant topic explored during the programme was the observation of learning prerequisites in five-year-old children, alongside discussions on how teachers can effectively support and strengthen these skills. Learning prerequisites refer to the set of cognitive, linguistic, motor, and socio-emotional competences that develop between the ages of three and six and form the foundation for later school learning in areas such as reading, writing, and numeracy. Early observation and targeted reinforcement of these skills are key tools for preventing learning difficulties and for preparing children to enter primary school with greater confidence.
The sessions with educators were designed around the real needs encountered in daily practice: teaching effective study methods tailored to each student’s characteristics, starting from organisational skills and progressing to approaches to reading and understanding texts, as well as the creation of concept maps, including through the use of dedicated software. All activities were carried out with a clear focus on defining and achieving specific learning objectives.
This phase of the project has helped consolidate a shared approach among professionals working in different educational contexts, strengthening both awareness and practical tools for inclusive teaching. The active participation and exchange of experiences among teachers and educators represent a concrete step forward in building learning environments that are more attentive to diversity and better equipped to support every student’s development.
