During the pandemic, it was important to recognize the need of involving students in the process of understanding and improving their academic experience. This study aimed to investigate whether or not the online learning environment provided by the university was accessible and which teaching strategies were most conducive to learning. Data were collected through a survey, of which 116 university students with disabilities and SpLDs took part in; 78 were female (67.2%) and 38 were male. Specifically, the study was meant to deepen how the voices of all students can be recorded even during an emergency period, such as the COVID-19 outbreak, and how students’ feedback can be the first step to start new cooperation in the implementation of educational paths, where dialogue and critical confrontation represent crucial elements to direct inclusive processes in the University environment. Keywords: Inclusion; Student Voice; Technological devices; University.
Il contributo ha come scopo principale quello di sottolineare come, anche in contesti universitari, un intervento pedagogico sul metodo di studio possa essere per tutti gli studenti, e in particolare per le persone con disabilità o con Disturbo Specifico di Apprendimento (DSA), una efficace via per l'autodeterminazione e per l'inclusione. A partire da una attenta analisi della situazione internazionale in termini di dispositivi offerti dai centri di eccellenza universitari internazionali che accolgono studenti con disabilità e DSA, presentiamo il Progetto Inclusione 3.0 nella sezione relativa alla costruzione di un percorso di Study Empowerment rivolto a studenti universitari con dislessia che, attraverso un sistema integrato di dispositivi tecnologici, permetta di creare luoghi e tempi di vita universitaria inclusiva.
This paper provides a review of projects related to new technologies used to favour the teaching-learning processes and the inclusive practices in the University context for students with disabilities and with Specific Learning Disorders. Authors present a review of strategies, trajectories and perspectives activated in the national and international scene, aiming to guarantee a significant pedagogical framework of reference. Furthermore, the paper focuses on a meaningful path activated at the University of Macerata, the project Inclusion 3.0, a relevant example of new technologies in support of teaching-learning processes and inclusion practices among all students.
Il contributo esplora le dimensioni esistenziali ed economiche del Dopo di Noi. Gli autori, in particolare, approfondiscono le sfide che una famiglia, in cui i membri economicamente rilevanti sono in età senile, si trova ad affrontare: da un lato, le preoccupazioni per il futuro di un figlio adulto con disabilità, dall'altro, un Welfare State moderno che introduce un cambio di paradigma nella produzione e/o finanziamento dell’assistenza sociale alle persone con disabilità, anche complesse. Se, in termini economici, il Dopo di Noi rappresenta una soluzione al fallimento o insufficienze del mercato, in termini pedagogici, questo si crea nel Durante Noi e richiede nuove azioni mirate al progetto di vita della persona con disabilità. Ripercorrendo gli assetti epistemologici della pedagogia speciale e dell'economia, l'articolo argomenterà diverse piste al fine di ricreare un nuovo legame generativo e trasformativo in grado di rispondere al Dopo di Noi con azioni mirate di progettazione di spazi di Qualità di Vita per i caregivers e per gli adulti con disabilità.
Introduction: The Covid-19 pandemic made discrepancies between the different educational realities more evident for schoolchildren in the beginning of literacy. Objective: to characterize the performance of cognitive-linguistic skills of students in early literacy phases during the pandemic. Methods: Twenty-two elementary school students participated in this study, distributed in GI 1st year students and 2nd year GII students, submitted to the application of the Cognitive-Linguistic Skills Assessment Protocol for students in the initial stage of literacy. Results: Students from GI and GII showed average performance for writing the name and writing the alphabet in sequence. The GI presented a refusal response for the subtests of word dictation, pseudoword dictation and picture dictation, word repetition and visual sequential memory of shapes and poor performance for alphabet recognition in random order and average performance for alphabet recognition in sequence. GII showed lower performance for the subtests of word dictation, pseudoword dictation, picture dictation and superior performance for alphabet recognition in random order, alphabet in sequence and visual sequential memory of shapes. Discussion: The appropriation of the letter-sound relationship mechanism raises questions, since it evidenced the difficulty of all students in cognitive-linguistic skills necessary for the full development of reading and writing in an alphabetic writing system such as Brazilian Portuguese . Conclusion: Students in the 1st and 2nd years showed lower performance in cognitive-linguistic skills important for learning reading and writing.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.