INCLUSION AND PARTICIPATION IN UNIVERSITY EDUCATION COMPARATIVE SURVEY ON LEARNING OUTCOMES ACHIEVED BEFORE AND DURING THE PANDEMIC PERIOD BY STUDENTS WITH DISABILITIES

Lucia Martiniello, Clorinda Sorrentino

Abstract


The study made increases and deepens a comparative survey carried out at the end of last year on a sample made up of students with disabilities from Three-year degree in Motor Science courses and Master's Degree in Sports and Motor Activities Managementones, including in the research students with disabilities of the 11 courses of study activeat the Pegaso Telematic University in the period under investigation.

The purpose of the study has been to test the stability, evenin a pandemic period, of the strategies proposed by the Inclusion and Participation Office of Pegaso Telematic University.

The University gives an inclusion program focused not only on assistive IT equipment but also on corrective and /or improvement actions, while the contents dont’tsufferany quantitative attenuations, but at the most, reconsiderations from a procedural point of view.

Starting from the data relating to the students who rely on the services of the Inclusion and Participation office, a comparative analysis was carried out between the data relating to the period from March '19 to March '20 and those relating to the following 12 months, that’s to say the first year of the pandemic.

The sample studied is made up of students with disabilities enrolled in degree courses of Pegaso Telematic University whoad here to the inclusion and participation program: the data being compared were the number of students with disabilities and the number of examstaken by students joining the inclusion project before and during the pandemic period.

The aim has been to demonstrate that having a well-structured training project, even in extreme situations suchas the current one which has seen relevant organization aldifficulties in the sector of inclusion of many institutions, it is possible to achieve the expected learning out comes.


Parole chiave


Sanitary emergency, distance learning, Higher Education, students with disabilities, inclusion

Full Text

PDF

Riferimenti bibliografici


Assunção Flores, M., & Gago, M. (2020). Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses. Journal of Education for Teaching, 1-10

Bayrakdar, S., & Guveli, A. (2020). Inequalities in home learning and schools’ provision of distance teaching during school closure of COVID-19 lockdown in the UK. ISER Working Paper Series 2020-09. Disponibile presso: https://www.iser.essex.ac.uk/research/publications/working-papers/ iser/2020-09

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

Booth T., Ainscow M., (2011), Index for inclusion developing learning and partecipation in schools. Bristol U.K.: Centrefor studies on inclusive education (CSIE).

Brown S., e Mankoff J. (2020), How Does COVID-19 impact Students with Disabilities/Health Concerns? https://arxiv.org/abs/2005.05438

CAST, in https://www.cast.org/impact/universal-design-for-learning-udl#:~:text=Universal%20Design%20for%20Learning%20(UDL,insights%20into%20how%20humans%20learn.

Chirikov I., Soria K. M., Horgos B. e Jones-White D. (2020), Undergraduate and graduate students’ mental health during the COVID-19 pandemic. SERU Consortium, University of California – Berkeley and University of Minnesota, https://cshe.berkeley.edu/seru-covid-survey-reports

COTTINI, L. (2020). Prefazione. In A. Calvani (a cura di). Tecnologie per l’inclusione. Quando e come avvalersene. Roma: Carocci.

Giovannella C., Persico D. e Passarelli M. (2020), Measuring the effect of the Covid-19 pandemic on the Italian Learning Ecosystems at the steady state: a school teachers’ perspective, «Research Gate», preprint.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27

ISTAT, L’inclusione scolastica degli alunni con disabilità - A.S. 2019-2020, in https://www.istat.it/it/files/2020/12/Report-alunni-con-disabilit%C3%A0.pdf

ISTAT, L’inclusione scolastica degli alunni con disabilità - A.S. 2020-2021, in https://www.istat.it/it/files//2022/01/REPORT-ALUNNI-CON-DISABILITA.pdf

Lucisano, P. (2020). Fare ricerca con gli insegnanti. I primi risultati dell’indagine nazionale SIRD “Per un confronto sulle modalità di didattica a distanza adottate nelle scuole italiane nel periodo di emergenza COVID-19”. Lifelong Lifewide Learning, 17(36), 3-25

Novo, M., Gancedo, Y. e Vázquez, M. J. (2020), Relationship between class participation and well-being in university students and the effect of Covid-19, shorturl.at/cmDP6

Rivoltella, P.C., Rossi, P.G. (a cura di) (2019), Tecnologie per l’educazione, Pearson, Milano

Santi, M. (2017), Inclusione e oltre: verso Università fiorenti tra aspirazioni e impegni, in Santi M., DI Masi D., InDeEP University Un progetto di ricerca partecipata per una Università inclusiva, PADOVA UNIVERSITY PRESS

Terzi, L. (2005), Beyond the dilemma of difference: The capability approach to disability and special educational needs, Journal of Philosophy of Education, 39(3), pp. 443-459

Wang, G., Zhang, Y., Zhao, J., Zhang, J., & Jiang, F. (2020). Mitigate the effects of home confinement on children during the COVID-19 outbreak. Lancet (London, England), 395(10228), 945–947

Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes without Stopping Learning: China’s Education Emergency Management Policy in the COVID-10 Outbreak. Journal of Risk and Financial Management, 13 (3), 1–6




DOI: https://doi.org/10.32043/gsd.v6i1s.480

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.