New Tools for Inclusion of Dyslexic studEnts. Good practices towards guidance
About the CourseThe TIDE project "new Tools for Inclusion of Dyslexic studEnts", funded by the European Commission within the ERASMUS+ Programme, Key Action 2 - Strategic Partnership, foresees the collaboration among the University of Modena and Reggio Emilia, being the project leader, ForModena, the vocational training agency of the Municipality of Modena, the Goldsmiths, University of London, the National and Kapodistrian University of Athens and the Vienna Board of Education, being the public body responsible for education in the Federal Province of Vienna. This course is intended as a mini-guide aimed at teachers and operators involved in the delicate phase of guidance for students with Specific Learning Disorders. It contains indications and practical suggestions on how to support these students in the transition from secondary school to university. The course represents the effort to find proper ways of accompanying the students in the transition and sharing good practices at European level facilitating the exchange among different countries with the aim of guaranteeing the universal right to study. In drafting these indications, consideration was given to the particular characteristic of students with Specific Learning Disorders and also to the different cultural and linguistic systems that influence the evolutionary trajectory.
The course is delivered in English. Some modules can also be provided in Italian and German.
- 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.
Background and Requirements
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)
- The international book of dyslexia: a guide to practice and resources. I. Smythe, J. Everett, R. Salter (2004). John Wiley & sons inc.
Course FormatThe 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.
Certificates and Exam rules
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.