The aims of the paper, with target population of students with disabilities and with SLD enrolled in the A.Y. 2020-2021 at "La Sapienza", "Tor Vergata" and "Roma Tre", solicited by the recent ANVUR report on the topic (ANVUR, 2022), are the analysis of the structure of the variables that influence students' inclusion/participation and their university performance, evaluating the role of study support services, distinguishing the different targets. Then, analysing how factors related to knowledge and use of the services offered by universities promote or hinder student inclusion. Furthermore, it is considered appropriate to identify how contextual, relational and individual factors are connected with the level of social inclusion/marginality, paying attention to the presence/absence of physical, institutional and social barriers, understanding how relationships among peers and with teachers influence the learning process. The pragmatic aim is to prepare intervention guidelines for the promotion of active social inclusion policies. Strictly speaking, we specify that the research design is based on the mixed methods approach (Mauceri, 2017), articulated in four main phases: background research, in which the aim is to verify the existence of a database per Athenaeum, contextually carrying out a mapping of services through focused interviews (Merton and Kendall 1946) with the dedicated office employees; design of a semi-structured web survey administered to students with disabilities and SLDs; monovariate, bivariate and multivariate analysis of data by regression models (Di Franco, 2011); focus groups (Corrao, 2000) for policy suggestions in a voluntary way. The study aims to assess the status of the dedicated services in the individual universities investigated, providing evidence on the concept of inclusion and related aspects, collecting the voices of the personnel involved and the opinions of the students to whom the service is addressed, with the final aim of producing an improvement proposal.
Social inclusion in the three main universities of Rome (La Sapienza, Tor Vergata, Roma Tre). A comparative study: evidence and possible scenarios / Antonelli, Carlotta. - (2023). (Intervento presentato al convegno International Mid-term Conference of AIS-Sociology of Education Research Committee. Education as Commons. Democratic Values, Social Justice and Inclusion in Education tenutosi a Palermo; Italy).
Social inclusion in the three main universities of Rome (La Sapienza, Tor Vergata, Roma Tre). A comparative study: evidence and possible scenarios
Carlotta Antonelli
2023
Abstract
The aims of the paper, with target population of students with disabilities and with SLD enrolled in the A.Y. 2020-2021 at "La Sapienza", "Tor Vergata" and "Roma Tre", solicited by the recent ANVUR report on the topic (ANVUR, 2022), are the analysis of the structure of the variables that influence students' inclusion/participation and their university performance, evaluating the role of study support services, distinguishing the different targets. Then, analysing how factors related to knowledge and use of the services offered by universities promote or hinder student inclusion. Furthermore, it is considered appropriate to identify how contextual, relational and individual factors are connected with the level of social inclusion/marginality, paying attention to the presence/absence of physical, institutional and social barriers, understanding how relationships among peers and with teachers influence the learning process. The pragmatic aim is to prepare intervention guidelines for the promotion of active social inclusion policies. Strictly speaking, we specify that the research design is based on the mixed methods approach (Mauceri, 2017), articulated in four main phases: background research, in which the aim is to verify the existence of a database per Athenaeum, contextually carrying out a mapping of services through focused interviews (Merton and Kendall 1946) with the dedicated office employees; design of a semi-structured web survey administered to students with disabilities and SLDs; monovariate, bivariate and multivariate analysis of data by regression models (Di Franco, 2011); focus groups (Corrao, 2000) for policy suggestions in a voluntary way. The study aims to assess the status of the dedicated services in the individual universities investigated, providing evidence on the concept of inclusion and related aspects, collecting the voices of the personnel involved and the opinions of the students to whom the service is addressed, with the final aim of producing an improvement proposal.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
