UNIVERSITY TEACHING AND INCLUSION DURING THE COVID-19 OUTBREAK: A PILOT STUDY IN ITALY.

Catia Giaconi, Noemi Del bianco, Ilaria D' angelo, Aldo Caldarelli, Simone Aperecida Capellini

Abstract


Abstract: The present paper starts with the analysis of the pedagogical movement called Student Voice (Cook-Sather, 2014) in the Italian context (Grion, 2017; D’Angelo et al., 2020), with the aim to identify strategies to implement inclusion at the University (Giaconi, 2015; D’Angelo, Del Bianco, 2019). In line with these premises, a research group in the Pedagogy and Special Didactics field, from the University of Macerata, has carried out a pilot study with University students with Disabilities and with Specific Learning Disorders (Giaconi, Capellini, 2015; Del Bianco, 2019), with the aim to understand if the online learning environment set up by the University was accessible or not and which didactic strategies favoured learning the most.

Specifically, the discussion will 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.

Parole chiave


Student Voice; University students with disabilities; University students with Specific Learning Disorders; Inclusion; Education, Technological devices.

Full Text

PDF

Riferimenti bibliografici


Agarwal, N., Moya, E. M., Yasui, N. Y., & Seymour, C. (2015). Participatory Action Research with College Students with Disabilities: Photovoice for an Inclusive Campus. Journal of Postsecondary Education and disability, 28(2), 243-250.

Akour, A., Ala’a, B., Barakat, M., Kanj, R., Fakhouri, H. N., Malkawi, A., & Musleh, G. (2020). The impact of the COVID-19 pandemic and emergency distance teaching on the psychological status of university teachers: a cross-sectional study in Jordan. The American journal of tropical medicine and hygiene, 103(6), 2391.

Arenghi, A., Bencini, G., Pavone, M., Savarese, G. (2020). DaD in Università durante il lockdown: criticità e potenzialità. Il punto di vista degli studenti con disabilità e DSA. L’Integrazione Scolastica e Sociale, 19(3), 48-67.

Bao, W. (2020), COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115.

Blau, I., & Shamir-Inbal, T. (2018). Digital technologies for promoting “student voice” and co-creating learning experience in an academic course. Instructional Science, 46(2), 315-336.

Bovill, C., Cook-Sather, A., & Felten, P. (2011). Students as co-creators of teaching approaches, course design and curricula: Implications for academic developers. International Journal of Academic Development, 16, 133-145

Butler-Henderson, K., Crawford, J., Rudolph, J., Lalani, K., & Sabu, K. M. (2020a). COVID-19 in Higher Education Literature Database (CHELD V1): An open access systematic literature review database with coding rules. Journal of Applied Learning & Teaching, 3(2), 1-6.

Butler-Henderson, K., Crawford, J., Rudolph, J., Lalani, K., & Sabu, K. M. (2020b). COVID-19 in Higher Education Literature Database (CHELD V1): An open access systematic literature review database with coding rules. Journal of Applied Learning and Teaching, 3(2), Advanced Online Publication.

Byker, E. J., Putman, S. M., Handler, L., & Polly, D. (2017). Educational Technology and Student Voice: Examining Teacher Candidates' Perceptions. World Journal on Educational Technology: Current Issues, 9(3), 119-129.

Caldin, R. (2017). Gli studenti universitari tra formazione e ricerca. Il contributo della didattica alle professioni educative, nei processi inclusivi. Pedagogia Oggi, 15(2).

CNUDD (2014). Conferenza Nazionale Universitaria Delegati per la Disabilità. Linee guida. https://www.crui.it/cnudd.html

Cook-Sather, A. (2002). Authorizing students’ perspectives: Toward trust, dialogue, and change in education. Educational researcher, 31(4), 3-14.

Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. John Wiley & Sons.

Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Teaching and Learning, 3(1), 9-28.

D’Angelo, I. & Del Bianco, N. (eds) (2019). Inclusion at the University. Studies and Practices. Milano: FrancoAngeli.

D’Angelo, I., Giaconi C., Del Bianco, N., Perry, V. (2020), Students’ Voice and Disability: Ethical and methodological reflections for Special Pedagogy research. Education Sciences & Society, 11(1), 112-123.

D'Angelo, I., Paviotti, G., Giaconi, C., & Rodrigues, M. B. (2021). Professional competences of pre-service teachers: from the F2F to the online learning programme. Form@ re-Open Journal per la formazione in rete, 21(1), 106-121.

De Anna, L. (2016). Le esperienze di integrazione e inclusione nelle università tra passato e presente, Milano: FrancoAngeli.

Del Bianco, N. (2019). Autodeterminazione nelle persone con disabilità intellettive. Studi, ricerche e questioni di pedagogia speciale. Milano: FrancoAngeli.

Del Bianco, N., & Giaconi, C. (2018). Inclusione 3.0, Milano: FrancoAngeli.

Del Bianco, N., & Mason, L. G. (2021). Specific Learning Disorders in Higher Education: The University of Arizona case study. Education Sciences & Society-Open Access, 12(1), 219-229.

Docherty, A., Warkentin, P., Borgen, J., Garthe, K., Fischer, K., & Najjar, R. (2018). Enhancing student engagement: Innovative strategies for intentional learning. Journal of Professional Nursing, 34(6), 470-474

Dunne, E., Zandstra, R., Brown, T., & Nurser, T. (2011). Students as change agents: New ways of engaging with learning and teaching in higher education, Education Enhancement, 1-3.

Espada-Chavarria, R., Moreno-Rodriguez, R. & Jenaro, C. (2020). Development of Vocational Maturity in University Students with Disabilities to Access, Obtain an Internship and Complete University Studies. Education in Sciences, 10(12), 386.

Giaconi, C. (2015). Qualità della Vita e adulti con disabilità. Percorsi di ricerca e prospettive inclusive. Milano: FrancoAngeli.

Giaconi, C., Capellini, S. A., Del Bianco, N., Taddei, A. & D'Angelo, I. (2019). Study Empowerment for inclusion. Education Sciences and Society-Open Access, 9(2), 166-183.

Giaconi, C., Del Bianco, N., D’Angelo I., Kraus A.(2020b), New perspectives for Inclusive University Teaching: EduPlan4Inclusion, in Education Sciences & Society, vol. 11, n. 1, pp. 159-168.

Giaconi C., Del Bianco N., Taddei A., Capellini S. A. (2018). Inclusive University didactics and technological devices: a case study. Education Science and Society, 9(1): 191-217.

Giaconi, C., & Capellini, S. A. (2015). Conoscere per includere. Riflessioni e linee operative. Milano: FrancoAngeli.

Giaconi, C., Ascenzi, A., Del Bianco, N., D'Angelo, I., & Capellini, S. A. (2021). Virtual and Augmented Reality for the Cultural Accessibility of People with Autism Spectrum Disorders: A Pilot Study. International Journal of the Inclusive Museum, 14(1), 95-106.

Giaconi, C., Taddei, A., Del Bianco, N., Caldarelli, A., & D’Angelo, I. (2020a). Dalla ‘voce degli studenti’alla co-progettazione di percorsi inclusivi: uno studio di caso. Atti di convegno Collana SIRD, Studi e Ricerche sui processi di apprendimento e valutazione.

Grion, V. (2017). ‘Student Voice’in Italy: the State of the Art. Teaching and Learning Together in Higher Education, 1(20), 3.

Hart, M., & Rush, R. (2007). E-learning and the development of ‘voice’ in business studies education. International Journal of Educational Management, 21(1), 68–77

Hogg, J., & Langa, A. (Eds.). (2008). Assessing Adults with Intellectual Disabilities: A Service Provider's Guide. John Wiley & Sons.

Hurst, A. (1996), Reflecting on researching disability and higher edcuation. In Barton L., Disability and Society: emerging issues and insights, London:Longman, 123-143.

Kim, J. Y., & Fienup, D. M. (2021). Increasing Access to Online Learning for Students With Disabilities During the COVID-19 Pandemic. The Journal of Special Education, 0022466921998067.

Liu, X., Liu, J. & Zhong, X. (2020), Psychological State of College Students During COVID-19 Epidemic, https://ssrn.com/abstract=3552814 (01.01.2022).

Monteduro, G. (2021). LA VITA DEGLI STUDENTI UNIVERSITARI AL TEMPO DEL COVID-19.Trento: Erikcon.

Moriña Díez, A., López, R. G., & Molina, V. M. (2015). Students with disabilities in higher education: A biographical-narrative approach to the role of lecturers. Higher Education Research & Development, 34(1), 147-159.

Pace S., Pavone M. & Petrini D. (2018). Universal inclusion. Rights and Opportunities for Students with Disabilities in the Academic Context. Milano: FrancoAngeli.

Pacheco, L. F., Noll, M. & Mendonça, C. R. (2020). Challenges in teaching human anatomy to students with intellectual disabilities during the Covid-19 pandemic. Anatomical Sciences Education, 13, 556-557.

Paviotti, G., D’Angelo, I., Capellini, S. A., & Giaconi, C. (2021). Inclusion in university contexts and the role of internships in the education of students with disabilities: Critical issues, perspectives and good practices. Education Sciences & Society - Open Access, 12(1), 197-218.

Pavone, M. (2015). Tecnologie e disabilità in università. Accessibilità, personalizzazione, inclusione. L’integrazione scolastica e sociale, 14(4), 336-338.

Pavone, M. (2018). Postfazione. Le università di fronte alla sfida dell'inclusione degli studenti con disabilità, in Pace S., Pavone M. and Petrini D. eds, Universal inclusion. Rights and Opportunities for Students with Disabilities in the Academic Context. Milano: FrancoAngeli.

Pino, M., Mortari, L. (2014). The Inclusion of Students with Dyslexia in Higher Education: A Systematic Review Using Narrative Synthesis. DYSLEXIA, 20, 346-369.

Read, B., Francis, B., & Robson, J. (2001). ‘Playing Safe’: Undergraduate essay writing and the presentation of the student voice. British Journal of Sociology of Education, 22(3), 387–399.

Rivera, C.J., Wood, C.L., James, M. & Williams S. (2019). Improving Study Outcomes for College Students With Executive Functioning Challenges. Career Development and Transition for Exceptional Individuals, 42(3), 139-147

Sahu, P. (2020). Closure of universities due to Coronavirus Disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4), 1-6.

Schuiteman, S., Ibrahim, N.I., Hammond, A., Kruger, L., Mangrulkar, R.S., & Daniel, M. (2020, June 9). The role of medical student government in responding to COVID-19. Academic Medicine. Advanced Online Publication.

Shamir-Inbal, T. & Blau, I. (2017). Promoting digital wisdom through involvement of students in pedagogical design of an academic course. In Paper presented at the 17th biennial EARLI 2017 conference for research on learning and instruction, Tampere: Finland.

Stancliffe, R. J., Hayden, M. F., Larson, S. A., & Lakin, K. C. (2002). Longitudinal study on the adaptive and challenging behaviors of deinstitutionalized adults with mental retardation. American Journal on Mental Retardation, 107(4), 302-320.

Thompson, C., Gray, K., & Kim, H. (2014). How social are social media technologies (SMTs)? A linguistic analysis of university students’ experiences of using SMTs for learning. The Internet and Higher Education, 21, 31–40.

Wang, C., Shannon, D., & Ross, M. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.

Wilson, S., Tan, S., Knox, M., Ong, A., Crawford, J., & Rudolph, J. (2020). Enabling cross-cultural student voice during COVID-19: A collective autoethnography. Journal of University Teaching & Learning Practice, 17(5), 3.

Yair, G. (2008). Key educational experiences and self-discovery in higher education. Teaching and Teacher Education, 24(1), 92-103.

Zhang, Q., He, Y. J., Zhu, Y. H., Dai, M. C., Pan, M. M., Wu, J. Q., ... & Qu, F. (2020). The evaluation of online course of Traditional Chinese Medicine for MBBS international students during the COVID-19 epidemic period. Integrative Medicine Research, 9(3), doi: 10.1016/j.imr.2020.100449 (01.01.2022).




DOI: https://doi.org/10.32043/gsd.v5i4.466

Refback

  • Non ci sono refbacks, per ora.


Copyright (c) 2022 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.