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New Tools for Inclusion of Dyslexic studEnts. Good practices towards guidance

  • to acquire basic skills on specific learning disorders, on regulations in the countries involved (Italy, England, Austria and Greece) and on specific services available in schools and universities;
  • to know and understand Specific Learning Disorders to intervene effectively.

No specific prerequisites are required.
  • Law n. 170 of October 8, 2010 "New rules regarding specific learning disabilities in the school environment" 
  • CNUDD (National University Conference of Delegates for Disability) guidelines 2014 
  • https://dyslexiaida.org/ : “accommodations for students with dyslexia” 
  • Special educational needs and disability Act, 2001 (UK) 
  • https://www.eda-info.eu/ 
  • https://www.aiditalia.org/ 
  • https://www.bdadyslexia.org.uk/ 
  • The international book of dyslexia: a guide to practice and resources. I. Smythe, J. Everett, R. Salter (2004). John Wiley & sons inc.

The course is divided into 5 modules composed of videolectures and questions to assess the level of knowledge. The FIRST one provides a clear understanding of what the specific learning disorders are according to the criteria established by International Classification of Diseases 11th (ICD - 11th) and by the Diagnostic and Statistical Manual of Mental Disorder 5th (DSM – 5th). It starts with a theoretical conceptualization of the disorders and their complexity to give everyone the opportunity to understand what is a learning disorder from the neuropsychological point of view. The SECOND module provides an overview of the regulations, norms, tools and services to support students with Specific Learning Disorders which are already available in each of the four partner countries as for the secondary school level. The THIRD module studies the strategies and tools provided in the academic field in the countries involved and addresses the issue of difficulties related to learning English, both as primary and secondary language. The FOURTH module is addressed to draw the role of technology as a means for compensating learning disorders and to define and share an operational model for teachers. The LAST module gives voice to the direct experiences of students with Specific Learning Disorders from all the partner countries.

At the end of each module, a multiple choice questionnaire has to be carried out online in order to acquire the attendance certificate and the open badge.
SpLD: definition and contexts


Lezioni

[VIDEO] Camia - Definition of Learning Disabilities according to ICD-11 and DSM5 - part 1 (9'30")
[VIDEO] Camia - Definition of Learning Disabilities according to ICD-11 and DSM5 - part 2 (5'58")
[VIDEO] Marti - SpLD reading and writing in secondary education (11'00)
[VIDEO] Karagiannakis - Specific Learning Difficulties in Mathematics (12'48")
[VIDEO] Evans - Dyslexia and English Literacy (12'00")
SpLD in different countries


Lezioni

[VIDEO] Pittner-Lerchster & Rilk - SpLD in Austria: prevalence, differences, law and statistics (10'55")
[VIDEO] Papadatou-Pastou - The Greek Educational System & SpLD (10'35")
[VIDEO] Kipling-Evans - SpLDs in the UK_legislation (11'13")
Current tools and strategies for SpLD


Lezioni

[VIDEO] Paudel - Current tools and strategies for SpLD in Universität Wien and in the Teachers Training University College (10'15")
[VIDEO] Guaraldi - Current tools and strategies for SpLD in Italian University (11'43")
[VIDEO] Kipling-Evans - Current tools and strategies for SpLD in Higher Education in the UK (12'06")
Teachers training and strategies to use assistive technology


Lezioni

[VIDEO] Kalmar & Hofmann - Training teachers how to help SpLD students in Austria - Part 1 (10'15")
[VIDEO] Kalmar & Hofmann - Training teachers how to help SpLD students in Austria - Part 2 (14'08")
[VIDEO] Grandi - Strategies to use assistive technology with SpLD people - part 1 (15'29")
[VIDEO] Grandi - Strategies to use assistive technology with SpLD people - part 2 (8'01")
Experiences of SpLD students regarding their education history


Lezioni

[INTERVIEW] Experience of an Italian SPLD student (9'05")
[INTERVIEW] Experience 1 of an international SPLD student in Austria (1'59")
[INTERVIEW] Experience 2 of an international SPLD student in Austria (2'05")
[INTERVIEW] The experience of dyslexics in school and High Education - UK - Nicole (3'27")
[INTERVIEW] The experience of dyslexics in school and High Education - UK - William (8'13")
[INTERVIEW] The experience of dyslexics in school and High Education - UK - Fiona (9'56")
Modalità del Corso
Autoapprendimento
Stato del Corso
Auto apprendimento
Durata
5 settimane
Impegno
Ore formazione
8
Categoria
Scienze Sociali
Lingua
Inglese
Tipo
Online
Livello
Base
Avvio Iscrizioni
26 Mar 2019
Apertura Corso
12 Apr 2019
Chiusura Corso
Non impostato

Partecipazione e Attestati

Quota di iscrizione
GRATUITO!
Attestato di Partecipazione
GRATUITO!


GIACOMO GUARALDI

Servizio Accoglienza Studenti Disabili e con DSA

MARIETTA PAPADATOU-PASTOU

National and Kapodistrian University of Athens

GIANNIS KARAGIANNAKIS

National and Kapodistrian University of Athens

MARIA PIA ZONNO

Servizio Accoglienza Studenti Disabili e con DSA

MARISTELLA SCORZA

Scienze Umane

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