Didática inclusiva do Português como Língua Estrangeira. Estratégias para estudantes italofalantes com Necessidades Educativas Especiais (NEE)

Considering the current academic context, which is increasingly heterogeneous due to the presence of students from different sociocultural backgrounds with Special Educational Needs (SEN), in particular with Specific Learning Disorders (LSD), this article aims to discuss and propose inclusive teaching methodologies to be used in order to promote an effective teaching of Portuguese as a Foreign Language for Italian-speaking students with Dysgraphia and Dyslexia, a still virgin head of study in the field of Lusitanian Linguistics. In addition, we will also analyze compensatory and dispensatory instruments, recommended by ministerial directives, to be used to promote the Meaningful Learning in the target language within an emotionally propitious environment that reduces the Affective Filter, responsible for the activation of high levels of linguistic anxiety that block the internalization of notions and lexical units in the encyclopedic memory of the students in question.