u.o.a.d. (unità operativa abilità diverse) university of palermo marianna alesi...

U.O.A.D. (Unità Operativa Abilità Diverse)University of Palermo

Marianna Alesimarianna.alesi@unipa.it

Delegate of “Disabilities” and “Vocational Guidance”

at the School “Scienze Guiridiche ed Economico-Sociali”,

University of Palermo

Dipartimento di Scienze Psicologiche, Pedagogiche e della FormazioneUniversità degli Studi di Palermo

UNIVERSITY OF PALERMO

• The University of Palermo (UNIPA) is a consolidated cultural, scientific and teaching presence in central-western Sicily Palermo, Caltanissetta, Agrigento and Trapani).

• It’s articulated in: 5 Schools, 20 Departments, 22 courses (first and second cycle), 44 masters and specialization and 23 PhD courses.

• The University of Palermo is engaged in inter-institutional LLP Erasmus agreements with 24 European Union Countries. Students may come here, within these agreements, both for study and stage periods. In the last four years the University hosted 175 students per year, on average. In this academic year, Erasmus incoming students are 190.

SCHOOLS

U.O.A.D. Unità Operativa Abilità Diverse

Office for Students with Disabilities(http://portale.unipa.it/amministrazione/area1/set09/uob11)

cud@unipa.it.

The Unità Operativa Abilità Diverse (UOAD) was founded on March 1999, following the Law 104/1992. It aims to support students with more than 66% of disability, certified by Health National System.

Prof. Annamaria Pepi is in charge on behalf of the Rector for Disabilities

Students’ distribution for the academic year 2014/2015

Schools N.

MEDICINE AND SURGERY 35 POLYTECHNIC 65 BASIC AND APPLIED SCIENCES 42 LAW AND SOCIAL-ECONOMIC STUDIES 70 HUMANITIES AND CULTURAL HERITAGE 183 Total 395

GOALS:

• Reception of students with disability• Specialized tutoring for students with disability • Service for students with dyslexia to provide compensatory

instruments and dealing out measures • Counseling• Providing high tech educational resources• Monitoring of schools• Monitoring of transportation • Monitoring of help service • LIS• Orientation: Incoming, in itinere and placement• Conferences• Network with Ufficio Regionale Scolastico and Sezione

Regionale della Associazione Italiana Dislessia.

Research 1: Monitoring of UOAD activities from June to September, 2015

• Tutors (N= 40; M age=26,6 ys) and students were administered a questionnaire articulated in two parts: 1. Academic Life; 2. Activities promoted by UOAD .

1

Assolutamente

Sì

2

Sì

3

Più Sì che no

4

Più No che sì

5

No

6

Assolutamente

No

1

Assolutamente

Sì

2

Sì

3

Più Sì che no

4

Più No che sì

5

No

6

Assolutamente

No

1

Assolutamente

Sì

2

Sì

3

Più Sì che no

4

Più No che sì

5

No

6

Assolutamente

No

1

Assolutamente

Sì

2

Sì

3

Più Sì che no

4

Più No che sì

5

No

6

Assolutamente

No

1

Assolutamente

Sì

2

Sì

3

Più Sì che no

4

Più No che sì

5

No

6

Assolutamente

No

1

Assolutamente

Sì

2

Sì

3

Più Sì che no

4

Più No che sì

5

No

6

Assolutamente

No

1

Assolutamente

Sì

2

Sì

3

Più Sì che no

4

Più No che sì

5

No

6

Assolutamente

No

1

Assolutamente

Sì

2

Sì

3

Più Sì che no

4

Più No che sì

5

No

6

Assolutamente

No

1

Assolutamente

Sì

2

Sì

3

Più Sì che no

4

Più No che sì

5

No

6

Assolutamente

No

Research 2

• Phase I: Administration of Adult Reading Questionnaire (Snowling et

al., 2012) to 1029 students attending the last year of High Schools

• Phase II: Administration of Adult Reading Questionnaire (Snowling et

al., 2012) to 695 students attending University Courses

Istituto

68; 10%

310; 44%

19; 3%

182; 26%

116; 17%Liceo Scientifico

Liceo Psicopedagogico

Istituto Tecnico Privato

Liceo Classico

Istituto Ragioneria

ARQ Adult Reading Questionnaire (Snowling et al., 2012)

It’s a self-report questionnaire composed by 15 items and aimed at requiring the respondent to rate ‘symptoms’ of dyslexia on a scale of 0–4, such as problems with literacy skills, word finding and organization (e.g., Do you find it difficult to read words you haven’t seen before? Never / Rarely / Sometimes / Frequently / Always); 2 further items required a yes/no/

maybe response (e.g., Are you a good reader?) and 2 items required the respondent to rate how frequently they read and write (e.g., How often do you write in everyday life?).

• Q1 Do you think you are a good reader?

• Q2 Can you read quickly and easily?

• Q3 How good is your spelling?

• Q4 In your job, how often do you read?

• Q5 Do you find it difficult to read words you haven’t seen before?

• Q6 Do you find it difficult to read aloud?

• Q7 Do you find it difficult to find the right word to say?

• Q8 Do you ever confuse the names of things?

• Q9 Do you confuse left and right?

• Q10 Do you have problems with organization or time management?

• Q11 How often do you write in everyday life?

• Q12 Based on this, do you think you are dyslexic? (yes/no/maybe)

• Q13 How would you rate your difficulties? (no difficulties/ mild / moderate/ severe)

• Q 14 Has anyone ever raised concerns about your reading? (yes/no)

• Q15 Have you ever had a diagnosis of dyslexia? (yes/no) If YES, by whom?

Divisione del campione per genereIstituti Secondari di II Grado VS Università

Genere

181; 26%

514; 74%

Maschi

Femmine

Genere

76; 22%

262; 78%

Maschi

Femmine

Istituti Secondari di II Grado VS Università“Sulla base di questo, pensi di essere dislessico”

ARQ 12

623; 90%

61; 9% 6; 1%

No

Forse

Si

ARQ 12

325; 94%

20; 6% 1; 0%

No

Forse

Si

Istituti Secondari di II Grado VS Università“Come valuteresti le tue difficoltà”

ARQ 13

273; 40%

365; 53%

48; 7% 2; 0%

Nessuna Difficoltà

Lieve

Moderata

Grave

ARQ 13

239; 68%

96; 28%

13; 4%0; 0%

Nessuna Difficoltà

Lieve

Moderata

Grave

Familiarità

89; 13%

599; 87%

Presente

Assente

Istituti Secondari di II Grado VS Università“Hai mai avuto una diagnosi di dislessia”

ARQ 15

685; 99%

5; 1%

No

Si

ARQ 15

345; 99%

3; 1%

No

Si

Istituti Secondari di II Grado VS Università“Cosa pensi che sia la dislessia”

Risposta Libera

292; 43%

135; 19%

161; 23%

107; 15%

Corretta

Circa

Errata

Non So

Risposta Libera

99; 28%

27; 8%

53; 15%

172; 49%Corretta

Circa

Errata

Non So

NEXT STEPS:

1) Screening concerning Learning Disabilities aimed to involve all students, attending the 1° year of courses at University of Palermo,

2) Inclusion through the SPORT: sitting volley

THANK YOU FOR YOUR ATTENTION