What can be done to support a family in a crisis, with a son/daughter suffering from LD?

Studies show that the communication of the diagnosis of disability to the parents is a very delicate phase of the construction of the therapeutic alliance[22]. This phase is also decisive as regards communication of the SLD diagnosis to the family. The moment of communication of the diagnosis must be handled very carefully, especially in order to avoid the development of attitudes which can fuel anxiety and closure[23]. The Associazione Italiana Dislessica (Italian Dyslexics Association) dedicates a great deal of attention to this issue[24] because it is necessary to devote attention to the family right from the moment the family is informed of the diagnosis. It is particularly important to establish right from the outset a therapeutic alliance with the professional and the team that made the diagnosis and which will follow the therapeutic support course. All this in order to increase the level of family resilience[25].

Based on the indications of the AID (Associazione Italiana Dislessica / Italian Dyslexics Association) to increase the level of family resilience it is necessary: to help the family accept the diagnosis, improve and increase perseverance, overcoming the discouragement that comes from the frustrations they have undergone, find within the family a shared agreement regarding "what is to be done", prepare a narrative of the child's story with a positive look at his/her future, cultivate a positive relationship with the school, encourage the emergence of a social network.

What is decisive is to help parents avoid feeling guilty, and not blame anyone else for their son's/daughter's disability. In fact, there will be important consequences for the course of evolution of the disorder in the son/daughter depending on the capacity/willingness of parents to develop an attitude of understanding and acceptance. This is because the family becomes a resource if it manages to put itself in the shoes of the son/daughter, understand the perspectives, recognising emotions, desires, intentions[26]. Making it clear to the parents that their attitudes towards the son's/daughter's disability can have important consequences for the evolution of the disorder is the core of the course of family support. As Scott points out, the problems of children with learning disabilities will be reduced if they are supported by encouraging, confident parents with expectations of success[27].

Following the identification of the possible forms of support of the family, another core of crucial importance is the alliance between the family and the school. A study carried out on a sample of dyslexic children and youngsters who had received good support from family and teachers shows how anxiety symptoms appear only and exclusively during the time dedicated to reading, but do not actually evolve into a real anxiety condition[28]. The alliance between school and family not only reduces the risk of developing an anxiety disorder, but generates a sort of large container that acts as a functional educational scaffolding[29] for the process of scholastic inclusion of the child with SLD. To this end it is moreover essential that the approach of the family and school to the child's problems are as homogeneous as possible[30].