U.O.A.D. (Unità Operativa Abilità Diverse)
University of Palermo
Marianna Alesi
[email protected]
Delegate of “Disabilities” and “Vocational Guidance”
at the School “Scienze Guiridiche ed Economico-Sociali”,
University of Palermo
Dipartimento di Scienze Psicologiche, Pedagogiche e della Formazione
Università 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
Medicine and
Surgery
Polytechnic
Law and SocioEconomic Studies
Basic and Applied
Sciences
Humanities and
Cultural Heritage
U.O.A.D.
Unità Operativa Abilità Diverse
Office for Students with Disabilities
(http://portale.unipa.it/amministrazione/area1/set09/uob11)
[email protected].
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
MEDICINE AND SURGERY
POLYTECHNIC
N.
35
65
BASIC AND APPLIED SCIENCES
42
LAW AND SOCIAL-ECONOMIC STUDIES
HUMANITIES AND CULTURAL HERITAGE
70
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.
U.O.A.D.
Students with
Disabilities
(Law 104/1992)
Students with
Learning
Disabilities
(Law 170 (2010)
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
116; 17%
68; 10%
Liceo Scientifico
Liceo Psicopedagogico
Istituto Tecnico Privato
Liceo Classico
182; 26%
310; 44%
19; 3%
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 genere
Istituti Secondari di II Grado VS Università
Genere
181; 26%
Maschi
Femmine
514; 74%
Genere
76; 22%
Maschi
Femmine
262; 78%
Istituti Secondari di II Grado VS Università
“Sulla base di questo, pensi di essere dislessico”
ARQ 12
61; 9%
6; 1%
No
Forse
Si
623; 90%
ARQ 12
20; 6% 1; 0%
No
Forse
Si
325; 94%
Istituti Secondari di II Grado VS Università
“Come valuteresti le tue difficoltà”
ARQ 13
48; 7% 2; 0%
273; 40%
Nessuna Difficoltà
Lieve
Moderata
Grave
365; 53%
ARQ 13
13; 4%
0; 0%
96; 28%
Nessuna Difficoltà
Lieve
Moderata
239; 68%
Grave
Familiarità
89; 13%
Presente
Assente
599; 87%
Istituti Secondari di II Grado VS Università
“Hai mai avuto una diagnosi di dislessia”
ARQ 15
5; 1%
No
Si
685; 99%
ARQ 15
3; 1%
No
Si
345; 99%
Istituti Secondari di II Grado VS Università
“Cosa pensi che sia la dislessia”
Risposta Libera
107; 15%
292; 43%
Corretta
Circa
Errata
161; 23%
Non So
135; 19%
Risposta Libera
99; 28%
Corretta
172; 49%
Circa
Errata
27; 8%
53; 15%
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