Learning foreign languages for students with Specific Learning Disorders (DSA) is one of the most complex yet stimulating challenges in the university landscape. The University of Brescia has recently approved an update to its Guidelines for Students with DSA and Special Educational Needs (BES), with particular attention to linguistic inclusion as a tool for equity.
The new Guidelines, approved by Rectoral Decree No. 219/2025, build on the foundations of Law 170/2010 and align with the latest recommendations of the CNUDD (National Conference of University Delegates for Disabilities and DSA). Among the core principles: the right to education must be guaranteed through personalized measures, compensatory tools, and alternative assessment methods.
One of the most significant aspects of the document specifically concerns language teaching. The University of Brescia acknowledges that language learning can be particularly demanding for those who struggle with decoding and spelling, as is typical in dyslexia and dysorthographia. For this reason, the following measures are emphasized:
- replacing written exams with oral tests when possible and beneficial to the student;
- using compensatory tools such as digital dictionaries, text-to-speech software, and translation/listening apps;
- accessing accessible learning materials (audio formats or adapted digital files);
- receiving specialized tutoring through the university’s Language Centre (CLA) and DSA support staff.
An innovative step is the expansion of access methods to language instruction, including distance learning for students unable to attend in person.
From 2016 to 2025, the number of students with DSA enrolled at the University of Brescia rose from 72 to 324. This increase has driven the institution to strengthen its inclusive policies. Foreign languages, often perceived as an obstacle, are now becoming a testing ground for new educational tools.
Interesting Facts:
- English is an “opaque” language from an orthographic point of view: the relationship between spelling and pronunciation is weak. This makes it one of the most challenging languages for individuals with DSA.
- With the right tools, students with DSA can outperform average results thanks to compensatory abilities developed over time (such as visual memory or linguistic intuition).
- Learning a second language can even enhance self-esteem and help manage academic anxiety, according to recent studies by the University of Verona and Italy’s National Research Council (CNR).
The message of the Guidelines is clear: it’s not about “lowering the bar,” but about building equivalent pathways for students who learn differently. And this is especially true for languages, where accessing the written or spoken word is a matter of educational justice.
For professionals working in language education or inclusive practices, these new measures are an essential resource to understand, implement, and promote.