FOSTERING INCLUSION: THE CRITICAL ROLE OF ONLINE TUTORS IN SUPPORTING STUDENTS WITH SPECIFIC LEARNING DISORDERS

Elisabetta Faraoni, Francesco Maria Melchiori, Milena Pomponi

Abstract


This study, based on the compensatory scaffolding model, explores how inclusion services and tutorial support affect online learning in students with SLDs. Hierarchical regression and moderation analyses show that institutional support predicts learning quality, while tutor interaction fosters engagement among low self-efficacy learners.


Keywords


inclusive education, SLD, engagement, e-learning, self-efficacy

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References


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DOI: https://doi.org/10.32043/gsd.v9i1.1492

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