Learning disability at university: a survey through the students’ perspective
The research, oriented by the pedagogical approach of the Student Voice, aims to explore the state of the art of the didactic inclusion of students with specific learning disorder in the universities of Bologna and Modena-Reggio Emilia. Students’ perceptions about the practices useful to promote ac...
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doaj-361e1122fde64090983fbff7637eb7b52020-11-25T02:33:58ZengFirenze University PressForm@re : Open Journal per la Formazione in Rete1825-73212020-04-0120110.13128/form-7576Learning disability at university: a survey through the students’ perspectiveMarco Nenzioni0Giacomo Guaraldi1Università di BolognaUniversità di Modena-Reggio Emilia The research, oriented by the pedagogical approach of the Student Voice, aims to explore the state of the art of the didactic inclusion of students with specific learning disorder in the universities of Bologna and Modena-Reggio Emilia. Students’ perceptions about the practices useful to promote access and participation in academic life are reported and discussed. With the promulgation of some laws in support of inclusion issue and thanks to the spread of many frameworks for the design of accessible teaching resources – together with the rapid spread of digital technologies – university practices and policies are being redefined in various ways to guarantee, to the more fragile students, a fair participation in the learning environments. It’s in this challenging scenario that we place the present contribution. DSA all’università: un’indagine attraverso la prospettiva degli studenti La ricerca, orientata dall’approccio pedagogico della Student Voice, si propone di esplorare lo stato dell’arte dell’inclusione didattica degli studenti con DSA nelle università di Bologna e Modena-Reggio Emilia. Vengono riportate e discusse le percezioni in merito alle pratiche attuate per promuovere l’accesso e la partecipazione alla vita accademica di tali studenti. Con la promulgazione di molte leggi a sostegno dell’inclusione e grazie alla diffusione di molti framework per la progettazione di risorse didattiche accessibili – unitamente alla diffusione delle tecnologie digitali – si stanno ridefinendo le pratiche e le politiche universitarie per garantire agli studenti un’equa partecipazione agli ambienti di apprendimento. È in questo complesso scenario che si colloca il presente contributo. https://oaj.fupress.net/index.php/formare/article/view/7576inclusionSpecific Learning DisordersLearning TechnologyUniversal Design for Learningaccessibilityinclusione |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Marco Nenzioni Giacomo Guaraldi |
spellingShingle |
Marco Nenzioni Giacomo Guaraldi Learning disability at university: a survey through the students’ perspective Form@re : Open Journal per la Formazione in Rete inclusion Specific Learning Disorders Learning Technology Universal Design for Learning accessibility inclusione |
author_facet |
Marco Nenzioni Giacomo Guaraldi |
author_sort |
Marco Nenzioni |
title |
Learning disability at university: a survey through the students’ perspective |
title_short |
Learning disability at university: a survey through the students’ perspective |
title_full |
Learning disability at university: a survey through the students’ perspective |
title_fullStr |
Learning disability at university: a survey through the students’ perspective |
title_full_unstemmed |
Learning disability at university: a survey through the students’ perspective |
title_sort |
learning disability at university: a survey through the students’ perspective |
publisher |
Firenze University Press |
series |
Form@re : Open Journal per la Formazione in Rete |
issn |
1825-7321 |
publishDate |
2020-04-01 |
description |
The research, oriented by the pedagogical approach of the Student Voice, aims to explore the state of the art of the didactic inclusion of students with specific learning disorder in the universities of Bologna and Modena-Reggio Emilia. Students’ perceptions about the practices useful to promote access and participation in academic life are reported and discussed. With the promulgation of some laws in support of inclusion issue and thanks to the spread of many frameworks for the design of accessible teaching resources – together with the rapid spread of digital technologies – university practices and policies are being redefined in various ways to guarantee, to the more fragile students, a fair participation in the learning environments. It’s in this challenging scenario that we place the present contribution.
DSA all’università: un’indagine attraverso la prospettiva degli studenti
La ricerca, orientata dall’approccio pedagogico della Student Voice, si propone di esplorare lo stato dell’arte dell’inclusione didattica degli studenti con DSA nelle università di Bologna e Modena-Reggio Emilia. Vengono riportate e discusse le percezioni in merito alle pratiche attuate per promuovere l’accesso e la partecipazione alla vita accademica di tali studenti. Con la promulgazione di molte leggi a sostegno dell’inclusione e grazie alla diffusione di molti framework per la progettazione di risorse didattiche accessibili – unitamente alla diffusione delle tecnologie digitali – si stanno ridefinendo le pratiche e le politiche universitarie per garantire agli studenti un’equa partecipazione agli ambienti di apprendimento. È in questo complesso scenario che si colloca il presente contributo.
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topic |
inclusion Specific Learning Disorders Learning Technology Universal Design for Learning accessibility inclusione |
url |
https://oaj.fupress.net/index.php/formare/article/view/7576 |
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AT marconenzioni learningdisabilityatuniversityasurveythroughthestudentsperspective AT giacomoguaraldi learningdisabilityatuniversityasurveythroughthestudentsperspective |
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