The aim of this work is to describe how eCampus University provides students with disabilities with a flexible e-learning environment that favours inclusion and supports self-determination and empowerment. The article describes some fea-tures of the eCampus organizational model that allow for individualized teaching assistance through an extensive network of tutors around Italy; the eCampus VLE offers a broad range of tools that flexibly adapt to special learner needs. Subsequently, an aggregated outline is provided of the students with disability at eCampus, based on the analysis of data collected in the 2014-2018 academic years; the analysis takes into account various aspects, such as gender, Faculty, type of disability, aids and supports, degree of satisfaction. Special attention is paid to the adoption of personalized supporting measures, with reference to vari-ous categories of tutorship, the adaptation of examination formats, compensatory tools, and dispensatory measures. Some conclusions can be drawn from these da-ta, and from a variety of suggestions from students, which will be useful to im-prove the quality of services offered to students with disabilities.

Higher Education and Students with Disabilities: e-Learning for Inclusion at eCampus University

Covelli, Venusia
;
Mana, Rossella
;
Panizza, Laura;Sarti, Luigi;Zugno, Elisa
2019

Abstract

The aim of this work is to describe how eCampus University provides students with disabilities with a flexible e-learning environment that favours inclusion and supports self-determination and empowerment. The article describes some fea-tures of the eCampus organizational model that allow for individualized teaching assistance through an extensive network of tutors around Italy; the eCampus VLE offers a broad range of tools that flexibly adapt to special learner needs. Subsequently, an aggregated outline is provided of the students with disability at eCampus, based on the analysis of data collected in the 2014-2018 academic years; the analysis takes into account various aspects, such as gender, Faculty, type of disability, aids and supports, degree of satisfaction. Special attention is paid to the adoption of personalized supporting measures, with reference to vari-ous categories of tutorship, the adaptation of examination formats, compensatory tools, and dispensatory measures. Some conclusions can be drawn from these da-ta, and from a variety of suggestions from students, which will be useful to im-prove the quality of services offered to students with disabilities.
978-3-030-31283-1
978-3-030-31284-8
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11389/30976
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