Inclusive University didactics and technological devices: a case study

Abstract

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.   

New perspectives for Inclusive University Teaching: EduPlan4Inclusion

“…The first problem is related to classifying the needs of students with disabilities and with SpLDs who attend University courses, and of University Professors, when they have to design disciplinary contents and produce material for lectures to be delivered in classes that include students with disabilities and SpLDs. In fact, the project "EduPlan4Inclusion" falls within the scope of producing devices for the so-called Pedagogical Planners (Giaconi et al, 2018a(Giaconi et al, , 2018bGiaconi, Del Bianco, 2018;Grainne, 2012;Goodyear 2005;Laurillard, 2002) in the broadest sense of the term; alternatively, it is capable to provide Professors with a structured guideline along with an integrated system of technologies to create contents and inclusive learning itineraries designed to allow students with disabilities or Specific Learning Disorders to customize the accessibility and usability of the materials, thanks to the integration of specific Virtual Learning Environments (Del Bianco, D'Angelo, 2019;Giaconi et al, 2018a;Giaconi, Del Bianco, 2018). Turning the attention into the specific typology of users it is essential not to considerate only special educational needs, but also the psychological and emotional needs that contribute to the more or less active participation in the University courses.…”

“…In our studies, we have focused in a reconstruction of the normative framework and of the structural changes that occur at organizational, teaching and cultural levels in order to create competent and inclusive University contexts (Giaconi et al, 2020;Del Bianco, D'Angelo, 2019;Giaconi et al, 2018a;Giaconi et al, 2018b). These reflections lead us to focus, in this paper, to shed light on possible inclusive scenarios to be implemented in the Universities thanks to the news perspectives of Universal Design (Bracken, 2019;Bedrossian, 2018;Moriarty, 2007;Rose, Meyer, 2002;Meyer, O'Neil, 2000).…”

“…For terms and conditions of usage please see: http://creativecommons.org can integrate the accessibility offered by Assistive Technologies (AT) (Besio, 2005), contributing to the expansion of knowledge, skills and autonomy of all students (Giaconi et al, 2018b). Since making University life closer to the students and facilitate their access to the necessary services and information can be a central point for an effective integration (de Anna, Covelli, 2018;Santi, Di Masi, 2017;Kopcha, Rieber, Walker, 2016), we present a pilot project, developed and carried out at the University of Macerata and at the University of Arizona, that is called "EduPlan4Inclusion", aimed to implement accessibility in academic contents for all students, through the use of technology.…”

Study Empowerment for inclusion

“…• Pensare che il nostro metodo di studio funzioni anche per gli altri e per chi è in difficoltà (effetto equazione personale). Capellini, Del Bianco;Taddei, D'Angelo, 2018 Per quanto concerne la seconda ricerca relativa alle percezioni sulle strategie di studio da parte degli studenti universitari con disabilità o DSA, iscritti come matricole presso l'Università degli Studi di Macerata, ricordiamo i risultati che tendono a mettere in evidenza l'abitudine a utilizzare un adulto (o collega di studi/tutor) sia come lettore, che li conduce all'individuazione delle parti più significative del testo, sia come supporto successivo per l'elaborazione dei contenuti. Nel caso dell'uso di strumenti compensativi da parte di studenti universitari essi li percepiscono come strumen-…”

“…Uno sguardo alle realtà internazionali: tools per studenti universitari con disabilità e DSA Nei nostri precedenti lavori (Giaconi, Del Bianco, Taddei, Capellini, 2018), abbiamo messo in evidenza come tutte le Università Italiane siano correlate di servizi a supporto di studenti con disabilità e DSA, denominati "Servizi per studenti con disabilità e DSA", "Servizi per la disabilità, la riabilitazione e l'integrazione", "Servizi per l'inclusione attiva e partecipata degli studenti", "Servizi del Centro di Studio e Ricerca per le problematiche della disabilità". Tali servizi attivano una serie di interventi che vanno dal tutoraggio, al supporto per prendere appunti, alla mediazione con i docenti in riferimento al programma d'esame, fino alla modalità personalizzata d'esame.…”