Since 70s several american studies found that the absence of school increases the achievement gap between low-ses and high-ses students (Cooper, et. al 2000; Heyns, 1978; Alexander, et. al 2001). Studies on Summer Learning Loss (SLL) are widespread, but not in Italy, therefore this is the first longitudinal research in Italy, aimed to survey SLL in italian school (Sabella 2013). The study confirmed effects of background on reading performance after holidays and it has been deepened the results of students with BES (Bisogni educativi speciali, Special Educational Needs) the hypothesis is that this kind of students have a loss greater than our fellows, regardless of background. The sample of SLL research is approximately 800 students of low secondary in Rome area, 67 students with BES. It has been considered the transition from first to second class (low secondary). The cognitive tasks are reading comprehension test, cloze test and lexical items. The tasks was arranged for students with BES too. Occupational status and education level of parents, summer experiences of students were obtained by background questionnaires. SLL and related factors were calculated. The results of students with BES show a greatest SLL than fellows, it confirms the hypothesis that disruption of school experience especially hurts these students. The greatest loss is in reading comprehension and the effects of background is not relevant for students with BES. Only two factors show a significant correlation with results, summer travels and homework carried out in a specific period of summer. The study demonstrate the key role of school, more than background, for reducing the gap between students and the need for student with BES to have meaningful experiences during the summer holidays. The school should be the equalizer for all types of difference, social and cognitive, to ensure achievement for all students.
A partire dagli anni Settanta diverse ricerche statunitensi hanno mostrato che il divario nei livelli di abilità linguistiche tra studenti con differenti background aumenta dopo la pausa estiva, quando l’assenza di esperienze significative di apprendimento si traduce per alcuni studenti in una caduta di qualità delle performance a inizio anno scolastico. Gli studi sul Summer Learning Loss (SLL) sono diventati ormai una consolidata esperienza di ricerca nel contesto internazionale, tanto che si è deciso di cogliere la sfida e di verificare se anche nel contesto scolastico italiano si verifichi il fenomeno SLL. In particolare l’interesse per la situazione italiana è dato dal fatto che il nostro sistema di’istruzione è quello che ha la pausa estiva più lunga nel contesto europeo. L’analisi complessiva di risultati ha confermato il peso delle variabili socio-economiche e culturali nella perdita di apprendimento rilevata tra gli studenti dopo l’estate. Un ulteriore obiettivo di questo studio è stato quello di verificare se, oltre gli aspetti socio-economici del background familiare, anche l’aver fatto significative attività estive possa aver influito sui livelli di performance dopo l’estate di studenti con Bisogni Educativi Speciali. Il presente lavoro dimostra che l’assenza di scuola durante l’estate per gli studenti con BES determina un calo delle performance, aumentando così il divario con i compagni di classe all’inizio del nuovo anno scolastico. E se le variabili socio-economiche e culturali non pesano nell’aumentare tale gap, ne emerge che ciò di cui hanno realmente bisogno questi studenti è di vivere significative esperienze di apprendimento durante la lunga pausa estiva e che la scuola può funzionare da equalizer, almeno quando si parla di studenti con BES.
Bisogni educativi speciali o bisogni estivi speciali? Un’indagine sulla perdita di apprendimento dovuta alle vacanze scolastiche / Asquini, Giorgio; Sabella, Morena. - ELETTRONICO. - (2015), pp. 32-36.
Bisogni educativi speciali o bisogni estivi speciali? Un’indagine sulla perdita di apprendimento dovuta alle vacanze scolastiche
Asquini, Giorgio;Sabella, Morena
2015
Abstract
Since 70s several american studies found that the absence of school increases the achievement gap between low-ses and high-ses students (Cooper, et. al 2000; Heyns, 1978; Alexander, et. al 2001). Studies on Summer Learning Loss (SLL) are widespread, but not in Italy, therefore this is the first longitudinal research in Italy, aimed to survey SLL in italian school (Sabella 2013). The study confirmed effects of background on reading performance after holidays and it has been deepened the results of students with BES (Bisogni educativi speciali, Special Educational Needs) the hypothesis is that this kind of students have a loss greater than our fellows, regardless of background. The sample of SLL research is approximately 800 students of low secondary in Rome area, 67 students with BES. It has been considered the transition from first to second class (low secondary). The cognitive tasks are reading comprehension test, cloze test and lexical items. The tasks was arranged for students with BES too. Occupational status and education level of parents, summer experiences of students were obtained by background questionnaires. SLL and related factors were calculated. The results of students with BES show a greatest SLL than fellows, it confirms the hypothesis that disruption of school experience especially hurts these students. The greatest loss is in reading comprehension and the effects of background is not relevant for students with BES. Only two factors show a significant correlation with results, summer travels and homework carried out in a specific period of summer. The study demonstrate the key role of school, more than background, for reducing the gap between students and the need for student with BES to have meaningful experiences during the summer holidays. The school should be the equalizer for all types of difference, social and cognitive, to ensure achievement for all students.File | Dimensione | Formato | |
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Note: https://aisberg.unibg.it/retrieve/handle/10446/62650/90678/Atti Convegno Senip_Dovigo.pdf
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