Study Empowerment for inclusion

Abstract

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.

New perspectives for Inclusive University Teaching: EduPlan4Inclusion

“…The presence of students with disabilities and with SpLDs, within Colleges and Universities, resulted in an increased strategic planning specifically addressed to student's needs (Demetriou et al, 2019;Rivera et al, 2019;Giaconi et al, 2018a;Madaus, 2005;Him-Unis, Friedman, 2002). However, we want to underline that in the realization of services and supports some difficulties remain; for this reason, pedagogical work is still necessary in this direction.…”

“…Knowing how to teach demands to the teacher much communicative ability and interaction with the students, also requires competences in the overall design of the teaching and training actions, strategic coordination and a constant tuning of contributions and functions, transformative leadership and choices to enable individual and group empowerment (Felisatti, Serbati, 2014, p. 145). Furthermore, and increasingly, the training and didactic proposal of University Professors must answer the needs of diversification of the students, using advanced methodologies and technologies with organisational and didactic interactive structures, elaborating multiple and personalised strategies of intervention (Giaconi et al, 2018a;Ianes, 2005). For these reasons, in the future, the aim of being able to match the complexity inherent to the training dynamics, careful preparation and constant updates that are aimed at inclusive topics are necessary for all Professors in University contexts.…”

“…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).…”

Students' Voice and Disability: Ethical and methodological reflections for Special Pedagogy research

“…Various institutional reforms and services provided (CNUUD, 2014), which strive to guarantee greater access to higher education for all people, do not correspond to an effective accessibility in the academic contexts and a real participation of people with disabilities in the academic life Bellacicco, 2018;Giaconi et al, 2018a;Giaconi et al, 2018b;D'Alessio, 2015). For this reason, there are several studies that, starting in the 1990s (Brandt, 2011;Hurst, 1996), and with different methods of qualitative research (Seale, 2017), want to involve students with disabilities enrolled in the University field.…”