A pedagogist, founder of Andera Studio Pedagogico and a point of reference for many families across the Parma area. Maria Marika Spinelli tells us about her journey, the Andera Method and the services dedicated to children and young people with SLDs (DSA), Special Educational Needs (BES) and ADHD.
Career and Calling
How did your interest in pedagogy first arise? I have been interested in education for as long as I can remember. From childhood I had a natural inclination towards children and towards people in fragile circumstances: I did not feel pity, I simply approached them and played with them just as I would with anyone else. Pedagogy has always been part of me. In a sense, I was born into it. How does your specialisation in Pedagogical Counselling for Disability and Marginality influence your daily work? I chose this specialisation at the Catholic University of the Sacred Heart because I wanted to become an expert in disability and all forms of fragility. Working with disability or neurodivergence is a field that cannot be improvised: it requires knowledge, awareness and responsibility.SLDs, BES, ADHD: Let's Clarify
Could you explain the difference between these three acronyms, which often confuse parents? SLDs (Specific Learning Disorders, or DSA in Italian) are certified disorders affecting skills such as reading, writing or arithmetic. ADHD is a neurodevelopmental disorder linked to the regulation of attention and impulsivity. BES (Special Educational Needs) is, on the other hand, a broader pedagogical category that includes all children needing a more attentive and personalised educational pathway. From a pedagogical point of view, however, the most important question is not which acronym lies behind a difficulty, but what that child needs in order to learn and to feel well. If a parent discovers that their child has an SLD, what is the first thing to do? The first thing is to stop, gather information and understand the situation. I always recommend a phase of exploratory observation alongside a targeted enhancement programme. It is also important to start the formal pathway with the Childhood Neuropsychiatry service for an official diagnosis, because only with certification do the provisions of Law 170 come into play. The next step is the drafting of the PDP (Personalised Educational Plan): as a pedagogist, I always review it together with families to make sure that protections and rights are respected. It is vital to build a coherent network with the schools. How can difficulties with emotional regulation be recognised in a child? Intense outbursts of anger, great frustration, difficulty in accepting rules, frequent oppositional behaviour. From a pedagogical perspective, we never stop at the behaviour itself, but ask ourselves what that child is communicating. The right time to consult a professional is when these difficulties interfere with daily life. The aim is not to label the child, but to build an educational path that helps them recognise and manage their emotions.
The Andera Method and Homework Support
What does the Andera Method and "Pedagogical Prompting" consist of? The Andera Method is built on four pillars: self-esteem, self-efficacy, self-determination and autonomy. Pedagogical Prompting is the heart of the method: it means activating internal change in the child through tailor-made educational projects. We start with careful observation, build an educational alliance with the family and the young person, and only then does the path itself take shape. This approach also has important applications in working with disability and in "after us" planning. My dream is that one day it will be recognised and included in textbooks too. Your homework support is not a classic after-school club. How does it differ? We do not limit ourselves to helping young people "do their homework": we use study as an educational tool to build self-esteem, self-efficacy, self-determination and autonomy. Every pathway is different, because every student has a different story and different needs. In most cases, school and homework become the means to reach a deeper goal: personal skills with lasting effects, well beyond a single grade. "Different doesn't mean wrong": what does this mean in practice? For too long, difference has been viewed with pity or embarrassment. I believe the opposite: difference is not a defect to be corrected, but a different way of being in the world. Many of the children I work with have sensitivities and ways of thinking that can teach us a great deal. The task of education is not to normalise differences, but to recognise them and turn them into possibilities. A child does not need to become "the same as everyone else" to have value.
The Role of Parents
How important is family involvement? And what is Parent Coaching? Parental involvement is fundamental: without the family, the educational pathway does not really work. Parent Coaching arose from the need to offer parents non-judgemental guidance to help them read and interpret their children's behaviour. It is not about teaching how to be a parent, but offering tools and a pedagogical perspective so that they can act with greater awareness. What mistakes do you see parents make most often when faced with a diagnosis? The first reaction is almost always emotional: fear, guilt, bewilderment. The most common mistake is to look at the child only through the lens of difficulty, or to try to fit them into standard moulds. Sometimes the opposite happens: difficulties are minimised out of fear. My advice is not to face this moment alone. Gathering information, asking for support and building a network with professionals and the school transforms difficulty into a path of growth.