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Module 4 - Management

Teachers Learning Path

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10.3. Learning objects/practical activities

Module 4 discusses the various strategies, at the management level, that could foster the inclusion of students with intellectual disabilities within the university.

Learning objectives:

  • create conditions to ensure the participation of some students in academic life in relation to the characteristics of intellectual functioning and neurodiversity;

  • implement pathways for self-assessment and quality improvement of inclusive actions taken;

  • to know how to intercept the needs of students with neurodiversity through the bio-psycho-social perspective of the ICF and profiles of functioning capable of abandoning the medical-individual perspective in favor of the relational perspective proper to the Relational Model that sees neurodiversity as one of the types of development of human beings; 

  • acquire the ability to design pathways that, in line with the principles of reasonable accommodation, are able to make academic knowledge accessible in relation to individual neurodiversity needs through direct student involvement;

  • promoting and informing colleagues of actions taken both internally within the academic environment and externally;

  • knowing how to manage the physical spaces of academic facilities in an inclusive manner so that everyone feels they belong as a welcoming and accessible place beyond individual functioning characteristics;

  • knowing how to organize the times of academic life from the perspective of sustainability, capable of intercepting all the needs of the students who inhabit the University;

  • identify and assume useful strategies to make the academic environment cognitively accessible, through the adoption of functional forms of communication;  

  • identify and assume strategies to adapt curricular and educational offerings.

In order to reinforce your knowledge, we propose the following activities:

Activity 1: Based on the concepts discussed, make a concept map in which all the concepts discussed and the relationship between them are clearly identified.

Activity 2: Make an example of a podcast for the presentation of university application procedures tailored to the needs of students with intellectual disabilities.

 

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