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1. Academic Achievement and Satisfaction among University Students with Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors

Author

Casali, Nicole, Meneghetti, Chiara, Tinti, Carla, Re, Anna Maria, Sini, Barbara, Passolunghi, Maria Chiara, Valenti, Antonella, Montesano, Lorena, Pellegrino, Gerardo, and Carretti, Barbara

Abstract

Understanding the individual qualities sustaining students with and without specific learning disabilities (SLDs) is key to supporting their academic achievement and well-being. In this study, we investigated the differences between students with and without SLDs in terms of intraindividual factors (soft skills and study-related factors), academic and nonacademic outcomes (achievement, academic and life satisfaction), and the relationships between such intraindividual factors and the three outcomes. A total of 318 students (79 males; M[subscript age] = 22.7; SD = 3.56; age range = 19-45 years; 147 with SLDs) completed self-reported questionnaires and a measure of fluid intelligence. The results showed that students with SLDs reported higher creativity but lower academic self-efficacy, study resilience, and academic achievement, with small-to-medium effect sizes. In both groups, achievement significantly positively related to academic self-efficacy and negatively to creativity. Life satisfaction was positively related to study resilience; and academic satisfaction was related to critical thinking, curiosity, and academic self-efficacy. Nurturing such intraindividual factors can benefit students with and without SLDs.

Published
2024
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2. Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction

Author

Pellegrino, Gerardo, Casali, Nicole, Meneghetti, Chiara, Tinti, Carla, Re, Anna Maria, Sini, Barbara, Passolunghi, Maria Chiara, Valenti, Antonella, Montesano, Lorena, and Carretti, Barbara

Abstract

In recent years, an increasing number of students with specific learning disabilities (SLDs) have enrolled in universities. The present exploratory study examined the frequency of use and appreciation of universal (open to every student) and specific services (offered to students with SLDs) and their relation to age, academic achievement, satisfaction, self-efficacy, and use of self-regulated learning (SRL) strategies. Participants were 147 Italian university students with SLD diagnoses (42 males; mean age: 22.49, SD = 3.29). Results showed that, overall, the frequency of use and appreciation of specific services were positively related to academic satisfaction, self-efficacy, and SRL strategies. Furthermore, frequency of use of compensatory tools and dispensatory measures was positively associated with academic achievement. These findings suggest that universities play an important role in supporting students with SLDs during their academic years by providing them with useful services and accommodations.

Published
2023
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3. Educational Inclusion: Teachers’ Technical Needs and Supports

Author

Núñez, Beatriz F., Valenti, Antonella, Sapia, Sonia, Kacprzyk, Janusz, Series Editor, Pal, Nikhil R., Advisory Editor, Bello Perez, Rafael, Advisory Editor, Corchado, Emilio S., Advisory Editor, Hagras, Hani, Advisory Editor, Kóczy, László T., Advisory Editor, Kreinovich, Vladik, Advisory Editor, Lin, Chin-Teng, Advisory Editor, Lu, Jie, Advisory Editor, Melin, Patricia, Advisory Editor, Nedjah, Nadia, Advisory Editor, Nguyen, Ngoc Thanh, Advisory Editor, Wang, Jun, Advisory Editor, Herrero, Álvaro, editor, Cambra, Carlos, editor, Urda, Daniel, editor, Sedano, Javier, editor, Quintián, Héctor, editor, and Corchado, Emilio, editor

Published
2021
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4. Intellectual disability in higher education: Self-perceived training needs of university teachers

Author

Corbí Miguel, Tombolato Monica, Bueno-Sánchez Lidia, Hermans Katrien, Valenti Antonella, Garcés-Ferrer Jorge, Straniero Alessandra M., Brojčin Branislav B., Mesquita Cristina, Bonifácio Evangelina, Martini Berta, Rodríguez-Cano Sonia, Milants Michelle, and Glumbić Nenad P.

Subjects
higher education, people with intellectual disabilities, teacher training, Special aspects of education, LC8-6691
Abstract

Introduction. The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities. Objective. This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. Methods. A cross-sectional study was carried out by means of a survey designed to collect the teachers' perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers. Results. The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. Conclusion. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people with intellectual disabilities in higher education.

Published
2021
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6. L’inclusione degli studenti e delle studentesse con Disturbo Specifico dell’Apprendimento nel contesto universitario.

Author

Montesano, Lorena and Valenti, Antonella

Abstract

In recent years, with the approval of Law No. 170/2010, the number of university students with Specific Learning Disorders (SLD) in Italy has considerably increased. Despite this, the percentage of such students in the university population (around 1%) is still significantly lower than expected, especially when compared to the percentage of pupils with SLD in schools of all types and grades (around 5%). On the basis of these considerations, a qualitative survey was conducted at the University of Calabria according to the Student Voice approach to identify the barriers and facilitators encountered by students with SLD in the academic context. [ABSTRACT FROM AUTHOR]

Published
2024

7. La valutazione iniziale delle conoscenze dell’insegnante specializzato

Author

Altomari, Natalia and Valenti, Antonella

Abstract

Riassunto – Le competenze dell’insegnante sono da sempre oggetto di studio e di ricerca della didattica e della pedagogia. Oggi all’insegnante viene richiesto non solo di possedere competenze di tipo disciplinare ma anche di tipo trasversale e, quest’ultime, assumono un particolare significato nella professione dell’insegnante specializzato. Questo studio mira a indagare le conoscenze dei concorrenti alla selezione per il Corso di specializzazione per le attività di sostegno didattico per la scuola secondaria di secondo grado. I risultati mostrano che la maggior parte dei candidati possiede conoscenze di livello medio, con alcuni picchi in fascia alta. Questa ricerca sottolinea l’importanza della valutazione iniziale e del monitoraggio sulle competenze in fase di acquisizione degli iscritti ai Corsi di specializzazione per il Sostegno per rendere più significativa ed efficace la proposta formativa., Annali online della Didattica e della Formazione Docente, V. 15 N. 25 (2023): Formare insegnanti ed educatori inclusivi. I curricoli formativi per la disabilità nello scenario attuale

Published
2023
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8. Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors

Author

Casali, Nicole, primary, Meneghetti, Chiara, additional, Tinti, Carla, additional, Re, Anna Maria, additional, Sini, Barbara, additional, Passolunghi, Maria Chiara, additional, Valenti, Antonella, additional, Montesano, Lorena, additional, Pellegrino, Gerardo, additional, and Carretti, Barbara, additional

Published
2023
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10. sj-docx-1-ldx-10.1177_00222194221150786 – Supplemental material for Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors

Author

Casali, Nicole, Meneghetti, Chiara, Tinti, Carla, Re, Anna Maria, Sini, Barbara, Passolunghi, Maria Chiara, Valenti, Antonella, Montesano, Lorena, Pellegrino, Gerardo, and Carretti, Barbara

Subjects
FOS: Psychology, 170199 Psychology not elsewhere classified, FOS: Educational sciences, 130312 Special Education and Disability, Education
Abstract

Supplemental material, sj-docx-1-ldx-10.1177_00222194221150786 for Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors by Nicole Casali, Chiara Meneghetti, Carla Tinti, Anna Maria Re, Barbara Sini, Maria Chiara Passolunghi, Antonella Valenti, Lorena Montesano, Gerardo Pellegrino and Barbara Carretti in Journal of Learning Disabilities

Published
2023
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11. How to imagine an inclusive post-Covid university education

Author

Valenti, Antonella, Montesano, Lorena, and Straniero, Alessandra M.

Subjects
Universal Design for Learning, studenti universitari con disabilità e disturbo specifico dell’apprendimento, distance learning, university student with disabilities and specific learning disorders, Covid-19, didattica a distanza, Education
Abstract

This paper aims to analyse the criticalities and strengths of distance learning provided during this period of health emergency, by analysing the opinions of university students with disabilities and SLD. Specifically, we present the results of an ad hoc questionnaire administered to the students with disabilities and Specific Learning Disability (SLD) enrolled at the University of Calabria. Through this, we aimed to provide important insights, to be taken into account in the future, especially in view of the re-arrangement of the University���s teaching activities. Furthermore, we intended to highlight how universal design in the educational field should constitute a widespread and systematic working method for the creation of truly inclusive learning and relationship environments, also at a distance. Come immaginare una didattica universitaria post-Covid inclusiva. Il presente contributo si pone l���obiettivo di analizzare le criticit�� e i punti di forza della didattica a distanza (DaD) erogata durante questo periodo di emergenza sanitaria, analizzando le opinioni degli studenti e delle studentesse con disabilit�� e Disturbi Specifici dell���Apprendimento (DSA). In particolare, si presentano i risultati ottenuti tramite la somministrazione di un questionario ad hoc agli studenti e alle studentesse con disabilit�� e DSA iscritti presso l���Universit�� della Calabria. In tal modo si auspica di fornire utili spunti di riflessione, dei quali tener conto in futuro, soprattutto in vista di una riorganizzazione delle attivit�� didattiche dell���Ateneo. Si tenter��, inoltre, di mettere in luce come la progettazione universale in campo educativo debba costituire una modalit�� di lavoro diffusa e sistematica per la creazione di ambienti di apprendimento e relazione davvero inclusivi, anche a distanza., Form@re - Open Journal per la formazione in rete, Vol. 21 No. 3 (2021): Research and practices to learn how to reach a sustainable and healthy economic and social recovery post Covid-19

Published
2021

12. The Beaker phenomenon and the genomic transformation of northwest Europe

Author

Olalde, Iigo, Brace, Selina, Allentoft, Morten E., Armit, Ian, Kristiansen, Kristian, Booth, Thomas, Rohland, Nadin, Mallick, Swapan, Szcsnyi-Nagy, Anna, Mittnik, Alissa, Altena, Eveline, Lipson, Mark, Lazaridis, Iosif, Harper, Thomas K., Patterson, Nick, Broomandkhoshbacht, Nasreen, Diekmann, Yoan, Faltyskova, Zuzana, Fernandes, Daniel, Ferry, Matthew, Harney, Eadaoin, de Knijff, Peter, Michel, Megan, Oppenheimer, Jonas, Stewardson, Kristin, Barclay, Alistair, Alt, Kurt Werner, Liesau, Corina, Ros, Patricia, Blasco, Concepcin, Miguel, Jorge Vega, Garca, Roberto Menduia, Fernndez, Azucena Avils, Bnffy, Eszter, Bernab-Brea, Maria, Billoin, David, Bonsall, Clive, Bonsall, Laura, Allen, Tim, Bster, Lindsey, Carver, Sophie, Navarro, Laura Castells, Craig, Oliver E., Cook, Gordon T., Cunliffe, Barry, Denaire, Anthony, Dinwiddy, Kirsten Egging, Dodwell, Natasha, Erne, Michal, Evans, Christopher, Kucha?ík, Milan, Farr, Joan Francs, Fowler, Chris, Gazenbeek, Michiel, Pena, Rafael Garrido, Haber-Uriarte, Mara, Haduch, El?bieta, Hey, Gill, Jowett, Nick, Knowles, Timothy, Massy, Ken, Pfrengle, Saskia, Lefranc, Philippe, Lemercier, Olivier, Lefebvre, Arnaud, Martnez, Csar Heras, Olmo, Virginia Galera, Ramrez, Ana Bastida, Maurandi, Joaqun Lomba, Maj, Tona, McKinley, Jacqueline I., McSweeney, Kathleen, Mende, Balzs Gusztv, Mod, Alessandra, Kulcsr, Gabriella, Kiss, Viktria, Czene, Andrs, Patay, Rbert, Endr?di, Anna, Khler, Kitti, Hajdu, Tams, Szeniczey, Tams, Dani, Jnos, Bernert, Zsolt, Hoole, Maya, Cheronet, Olivia, Keating, Denise, Velemnsk, Petr, Dobe, Miroslav, Candilio, Francesca, Brown, Fraser, Fernndez, Ral Flores, Herrero-Corral, Ana-Mercedes, Tusa, Sebastiano, Carnieri, Emiliano, Lentini, Luigi, Valenti, Antonella, Zanini, Alessandro, Waddington, Clive, Delibes, Germn, Guerra-Doce, Elisa, Neil, Benjamin, Brittain, Marcus, Luke, Mike, Mortimer, Richard, Desideri, Jocelyne, Besse, Marie, Brcken, Gnter, Furmanek, Mirosaw, Hauszko, Agata, Mackiewicz, Maksym, Rapi?ski, Artur, Leach, Stephany, Soriano, Ignacio, Lillios, Katina T., Cardoso, Joo Lus, Pearson, Michael Parker, Wodarczak, Piotr, Price, T. Douglas, Prieto, Pilar, Rey, Pierre-Jrme, Risch, Roberto, Rojo Guerra, Manuel A., Schmitt, Aurore, Serralongue, Jol, Silva, Ana Maria, Smr?ka, Vclav, Vergnaud, Luc, Zilho, Joo, Caramelli, David, Higham, Thomas, Thomas, Mark G., Kennett, Douglas J., Fokkens, Harry, Heyd, Volker, Sheridan, Alison, Sjgren, Karl-Gran, Stockhammer, Philipp W., Krause, Johannes, Pinhasi, Ron, Haak, Wolfgang, Barnes, Ian, Lalueza-Fox, Carles, and Reich, David

Subjects
Europeans -- Genetic aspects, Genetic transformation -- Research, Genomics -- Research, Environmental issues, Science and technology, Zoology and wildlife conservation
Abstract

From around 2750 to 2500 bc, Bell Beaker pottery became widespread across western and central Europe, before it disappeared between 2200 and 1800 bc. The forces that propelled its expansion are a matter of long-standing debate, and there is support for both cultural diffusion and migration having a role in this process. Here we present genome-wide data from 400 Neolithic, Copper Age and Bronze Age Europeans, including 226 individuals associated with Beaker-complex artefacts. We detected limited genetic affinity between Beaker-complex-associated individuals from Iberia and central Europe, and thus exclude migration as an important mechanism of spread between these two regions. However, migration had a key role in the further dissemination of the Beaker complex. We document this phenomenon most clearly in Britain, where the spread of the Beaker complex introduced high levels of steppe-related ancestry and was associated with the replacement of approximately 90% of Britains gene pool within a few hundred years, continuing the east-to-west expansion that had brought steppe-related ancestry into central and northern Europe over the previous centuries., Author(s): Iigo Olalde (corresponding author) [1]; Selina Brace [2]; Morten E. Allentoft [3]; Ian Armit [4]; Kristian Kristiansen [5]; Thomas Booth [2]; Nadin Rohland [1]; Swapan Mallick [1, 6, 7]; [...]

Published
2018
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13. Competencies of specialized support teacher for pupils and students with disabilities

Author

Valenti, Antonella and Rossi, Rossana Adele

Subjects
Education
Abstract

Competenze dell’insegnante specializzato per le attività di sostegno didattico agli alunni con disabilità, Form@re - Open Journal per la formazione in rete, Vol. 21 No. 1 (2021): Competencies of specialized support teacher for pupils and students with disabilities

Published
2021

14. Intellectual disability in higher education: Self-perceived training needs of university teachers

Author

Corbí, Miguel, Corbí, Miguel, Tombolato, Monica, Bueno-Sánchez, Lidia, Hermans, Katrien, Valenti, Antonella, Garcés-Ferrer, Jorge, Straniero, Alessandra M., Brojčin, Branislav, Mesquita, Cristina, Bonifácio, Evangelina, Martini, Berta, Rodríguez-Cano, Sonia, Milants, Michelle, Glumbić, Nenad, Corbí, Miguel, Corbí, Miguel, Tombolato, Monica, Bueno-Sánchez, Lidia, Hermans, Katrien, Valenti, Antonella, Garcés-Ferrer, Jorge, Straniero, Alessandra M., Brojčin, Branislav, Mesquita, Cristina, Bonifácio, Evangelina, Martini, Berta, Rodríguez-Cano, Sonia, Milants, Michelle, and Glumbić, Nenad

Abstract

Introduction. The inclusion of students with disabilities in higher education is a fundamental right recognised by the legal system since its recognition in the United Nations Convention on the Rights of Persons with Disabilities. However, the measures adopted by European countries to promote their incorporation are not always accompanied by parallel training actions that provide university professors with the necessary knowledge to incorporate people with intellectual disabilities into the classroom with the same guarantees and opportunities as people without intellectual disabilities. Objective. This paper aims to provide specific data on the self-perceived training needs of university teaching staff and thus lay the foundations for a specific training programme. Methods. A cross-sectional study was carried out by means of a survey designed to collect the teachers' perceptions of their own competences and the effectiveness of their knowledge, as well as the importance they attached to some aspects of intellectual disability. The survey was administered to teachers in Serbia, the Netherlands, Portugal, Italy and Spain, with a total sample of 1009 teachers. Results. The results obtained showed that the perception of self-perceived competence in educational skills is dependent on three main factors: previous specific training, teaching experience with people with intellectual disabilities and own personal experiences. Conclusion. The present study demonstrated the concern and need of the teaching staff to obtain specific training on people with intellectual disabilities in higher education., Uvod: Inkluzija studenata sa ometenošću u visokom obrazovanju je fundamentalno pravo koje prepoznaje pravni sistem od usvajanja Konvencije Ujedinjenih nacija o pravima osoba sa ometenošću. Međutim, mere koje su preduzele evropske zemlje u promovisanju tih prava nisu uvek praćene obukama koje bi univerzitetskim nastavnicima obezbedile neophodna znanja za uključivanje osoba sa intelektualnom ometenošću u nastavu sa istim garancijama i mogućnostima koje se nude osobama tipičnog razvoja. Cilj: Cilj ovog istraživanja je da utvrdi potrebe za obukom na osnovu vlastite percepcije univerzitetskog nastavnog osoblja i da na taj način postavi temelje specifčnog programa obuke. Metode: Sprovedeno je transferzalno istraživanje pomoću upitnika kojim su prikupljeni podaci o vlastitoj proceni nastavnika u pogledu kompetencija i efektivnosti njihovog znanja, kao i o značaju koji oni pridaju pojedinim aspektima intelektualne ometenosti. Ispitivanje je izvršeno na uzorku od 1009 nastavnika iz Srbije, Holandije, Portugalije, Italije i Španije. Rezultati: Dobijeni rezultati pokazuju da je samoprocena kompetencija u edukativnim veštinama zavisna od tri glavna činioca: specifčnog treninga u prošlosti, iskustva u podučavanju osoba sa intelektualnom ometenošću i ličnih iskustava, Zaključak: Dobijeni rezultati ukazuju na potrebu za specifčnom obukom nastavnog osoblja u oblasti rada sa osobama sa intelektualnom ometenošću u visokom obrazovanju.

Published
2021

15. The Relevance of an Intercultural Approach in Teaching English for Academic Purposes

Author

Aguilar, Fernando, Ahedo, Virginia, Alaiz-Moretón, Héctor, Alonso, David, Becerra, Alonso, Pedro, Alonso-Castaño, Marlén, Amaro-Mellado, José, Lázaro, Apiñaniz, Estibaliz, Aristondo, Oihana, Arnaiz del Pozo, Carlos, Arroyo, Ángel, Arroyo-Figueroa, Gustavo, Baptiste, Jennifer, Barba, Irene, Barros-del, Río, María, Amor, Baruque-Zanón, Bruno, Batres, Rafael, Bayraktar, Secil, Bernardo Ana, B., Bonilla, Claire, Frances, Borrego, Diana, Bria, Driss, Briones-Llorente, Raúl, Bruton, Jennifer, Cabrejas-Arce, Luis, Miguel, Calvo, Isidro, Calvo-Rolle, José, Luis, Cambra, Carlos, Casado-Vara, Roberto, Casteleiro-Roca, Chaves, Jiménez, Viviana E., Ciesielkiewicz, Monika, Cosido, García, Aránzazu-Lucía, Dakkach, Mohamed, Larrinoa, De, Estibaliz, Apiñaniz-Fernandez, de Luis Reboredo, Ana, Del, Blanco, David Yeregui Marcos, Del, Valle, Carmelo, Delgado-Tercero, Ruperta, Deulofeu, Jordi, Díaz, Irene, Díaz-Rodríguez, Hector, Daniel, Diez-Ojeda, María, Divina, Federico, Doroch, Alina, Hadi, El, Mohammed, Hassani, El, Sanae, Moussaouy, El, Abdelaziz, Escudero, Cesar, Essaadaoui, Rachid, Esteban, María, Estevez, Julian, Fernández, Alberto, Fernández-Alonso, Alba, Fridberg, Marie, Galán, José, Manuel, Garate, Gorka, García, Terceño, Eva, M., García-Adeva, Angel, J., García-Álvarez, Francisco, Manuel, García-Ordás, María, Teresa, García-Torres, Miguel, Gastón, María, Gil-García, Jose, Miguel, Gil-González, Ana, Belén, Gómez-Vela, Francisco, González, Fernández, Celina, Graña, Manuel, Greca, Ileana, M., Hagen, Tobias, Herrero, Álvaro, Janati-Idrisi, Rachid, Jiménez, Álvaro, Ángel, Jove, Esteban, Kohler, Mariela, Castro, Laabidi, Khalid, Laafou, Mohammed, Lara-Palma, Ana, María, Leotta, Paola, Clara, Lifi, Mohamed, López, Paniagua, Ignacio, Lopez-Guede, Jose, Manuel, López-Iñesta, Emilia, López-Vázquez, José, Antonio, Lorenzo-Fernández, Esther, Madrane, Mourad, Martínez-Álvarez, Francisco, Mellone, Maria, Merzougui, Mohammed, Amine, Mesanza, Amaia, Mesanza-Moraza, Amaia, Mihăilă, Ramona, Mitxelena-Hoyos, Oihana, Montero, Eduardo, Morales-Esteban, Antonio, Muñiz-Rodríguez, Laura, Muñoz-Rujas, Natalia, Murphy, Noel, Navarro, Jorge, Nieto, Carlier, Rafael, Núñez, Beatriz, F., Nuñez-Donoso, Felipe, A., Nuñez-Gonzalez, David, J., Orozco, Walter, Ortiz-Revilla, Jairo, Ouariach, Abdelaziz, Pavani, Ana, Queiruga-Dios, Miguel, Ángel, Quintián, Héctor, Ramos-Hernanz, Jose, Antonio, Redfors, Andreas, Requena-Garcia-Cruz, Maria-Victoria, Rodrigues, Elsa, Rodríguez, Martín, Javier, Rodríguez-García, Rodríguez-Muñiz, Luis, J., Rubio-Pérez, Gabriel, Sáiz-Manzanares, María, Consuelo, Sánchez, Orgaz, Susana, Sancho-Saiz, Javier, Santamaría-Bonfil, Guillermo, Santos, Peñas, Matilde, Santos, Matilde, Sapia, Sonia, Sigona, Concetta, Maria, Tazo-Herran, Inmaculada, Teira-Lafuente, Javier, Toro, Miguel, Urda, Daniel, Valcke, Martin, Valenti, Antonella, Vázquez, Dorrío, José, Benito, Vázquez, José Antonio López, Vázquez-Dorrío, Vázquez-Noguera, José, L., Zayas-Gato, Francisco, and Zulueta, Ekaitz

Subjects
Value (ethics), Translation, Cognition, English language, Intercultural Approach, Teaching EAP, Translation, Lingua franca, Teaching EAP, Pedagogy, Teaching english, Translation studies, Natural (music), Relevance (information retrieval), Sociology, Intercultural Approach, computer, computer.programming_language
Abstract

Transnational education is one of the many facets of inclusive education, with its relevance of English as the natural Lingua Franca in a vast range of contexts. The University of Catania, Italy, is an interesting case-study of a highly international University, which welcomes students from all over the world, and where transnational education has become an ordinary practice. In the light of my experience of English language teaching, I would like to report both on the cognitive value of an intercultural, learner-centered approach and on the various factors that concur to make mixed classes a motivating practice. Based on the hypothesis that people who speak different languages have different worldviews, my teaching proposal aims at fulfilling two objectives: understanding the perspectives of other cultures, and comparing the language and culture of others with students’ own.

Published
2020

20. Come immaginare una didattica universitaria post-Covid inclusiva.

Author

Valenti, Antonella, Montesano, Lorena, and Straniero, Alessandra M.

Subjects
LEARNING disabilities, UNIVERSAL design, STUDENTS with disabilities, ACTIVE learning, DISTANCE education
Abstract

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2021
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22. The Beaker phenomenon and the genomic transformation of northwest Europe

Author

Olalde, Iñigo, Brace, Selina, Allentoft, Morten E., Armit, Ian, Kristiansen, Kristian, Booth, Thomas, Rohland, Nadin, Mallick, Swapan, Szécsényi-nagy, Anna, Mittnik, Alissa, Altena, Eveline, Lipson, Mark, Lazaridis, Iosif, Harper, Thomas K., Patterson, Nick, Broomandkhoshbacht, Nasreen, Diekmann, Yoan, Faltyskova, Zuzana, Fernandes, Daniel, Ferry, Matthew, Harney, Eadaoin, De Knijff, Peter, Michel, Megan, Oppenheimer, Jonas, Stewardson, Kristin, Barclay, Alistair, Alt, Kurt Werner, Liesau, Corina, Ríos, Patricia, Blasco, Concepción, Miguel, Jorge Vega, García, Roberto Menduiña, Fernández, Azucena Avilés, Bánffy, Eszter, Bernabò-brea, Maria, Billoin, David, Bonsall, Clive, Bonsall, Laura, Allen, Tim, Büster, Lindsey, Carver, Sophie, Navarro, Laura Castells, Craig, Oliver E., Cook, Gordon T., Cunliffe, Barry, Denaire, Anthony, Dinwiddy, Kirsten Egging, Dodwell, Natasha, Ernée, Michal, Evans, Christopher, Kuchařík, Milan, Farré, Joan Francès, Fowler, Chris, Gazenbeek, Michiel, Pena, Rafael Garrido, Haber-uriarte, María, Haduch, Elżbieta, Hey, Gill, Jowett, Nick, Knowles, Timothy, Massy, Ken, Pfrengle, Saskia, Lefranc, Philippe, Lemercier, Olivier, Lefebvre, Arnaud, Martínez, César Heras, Olmo, Virginia Galera, Ramírez, Ana Bastida, Maurandi, Joaquín Lomba, Majó, Tona, Mckinley, Jacqueline I., Mcsweeney, Kathleen, Mende, Balázs Gusztáv, Mod, Alessandra, Kulcsár, Gabriella, Kiss, Viktória, Czene, András, Patay, Róbert, Endrődi, Anna, Köhler, Kitti, Hajdu, Tamás, Szeniczey, Tamás, Dani, János, Bernert, Zsolt, Hoole, Maya, Cheronet, Olivia, Keating, Denise, Velemínský, Petr, Dobeš, Miroslav, Candilio, Francesca, Brown, Fraser, Fernández, Raúl Flores, Herrero-corral, Ana-mercedes, Tusa, Sebastiano, Carnieri, Emiliano, Lentini, Luigi, Valenti, Antonella, Zanini, Alessandro, Waddington, Clive, Delibes, Germán, Guerra-doce, Elisa, Neil, Benjamin, Brittain, Marcus, Luke, Mike, Mortimer, Richard, Desideri, Jocelyne, Besse, Marie, Brücken, Günter, Furmanek, Mirosław, Hałuszko, Agata, Mackiewicz, Maksym, Rapiński, Artur, Leach, Stephany, Soriano, Ignacio, Lillios, Katina T., Cardoso, João Luís, Pearson, Michael Parker, Włodarczak, Piotr, Price, T. Douglas, Prieto, Pilar, Rey, Pierre-jérôme, Risch, Roberto, Rojo Guerra, Manuel A., Schmitt, Aurore, Serralongue, Joël, Silva, Ana Maria, Smrčka, Václav, Vergnaud, Luc, Zilhão, João, Caramelli, David, Higham, Thomas, Thomas, Mark G., Kennett, Douglas J., Fokkens, Harry, Heyd, Volker, Sheridan, Alison, Sjögren, Karl-göran, Stockhammer, Philipp W., Krause, Johannes, Pinhasi, Ron, Haak, Wolfgang, Barnes, Ian, Lalueza-fox, Carles, Reich, David, Olalde, Iñigo, Brace, Selina, Allentoft, Morten E., Armit, Ian, Kristiansen, Kristian, Booth, Thomas, Rohland, Nadin, Mallick, Swapan, Szécsényi-nagy, Anna, Mittnik, Alissa, Altena, Eveline, Lipson, Mark, Lazaridis, Iosif, Harper, Thomas K., Patterson, Nick, Broomandkhoshbacht, Nasreen, Diekmann, Yoan, Faltyskova, Zuzana, Fernandes, Daniel, Ferry, Matthew, Harney, Eadaoin, De Knijff, Peter, Michel, Megan, Oppenheimer, Jonas, Stewardson, Kristin, Barclay, Alistair, Alt, Kurt Werner, Liesau, Corina, Ríos, Patricia, Blasco, Concepción, Miguel, Jorge Vega, García, Roberto Menduiña, Fernández, Azucena Avilés, Bánffy, Eszter, Bernabò-brea, Maria, Billoin, David, Bonsall, Clive, Bonsall, Laura, Allen, Tim, Büster, Lindsey, Carver, Sophie, Navarro, Laura Castells, Craig, Oliver E., Cook, Gordon T., Cunliffe, Barry, Denaire, Anthony, Dinwiddy, Kirsten Egging, Dodwell, Natasha, Ernée, Michal, Evans, Christopher, Kuchařík, Milan, Farré, Joan Francès, Fowler, Chris, Gazenbeek, Michiel, Pena, Rafael Garrido, Haber-uriarte, María, Haduch, Elżbieta, Hey, Gill, Jowett, Nick, Knowles, Timothy, Massy, Ken, Pfrengle, Saskia, Lefranc, Philippe, Lemercier, Olivier, Lefebvre, Arnaud, Martínez, César Heras, Olmo, Virginia Galera, Ramírez, Ana Bastida, Maurandi, Joaquín Lomba, Majó, Tona, Mckinley, Jacqueline I., Mcsweeney, Kathleen, Mende, Balázs Gusztáv, Mod, Alessandra, Kulcsár, Gabriella, Kiss, Viktória, Czene, András, Patay, Róbert, Endrődi, Anna, Köhler, Kitti, Hajdu, Tamás, Szeniczey, Tamás, Dani, János, Bernert, Zsolt, Hoole, Maya, Cheronet, Olivia, Keating, Denise, Velemínský, Petr, Dobeš, Miroslav, Candilio, Francesca, Brown, Fraser, Fernández, Raúl Flores, Herrero-corral, Ana-mercedes, Tusa, Sebastiano, Carnieri, Emiliano, Lentini, Luigi, Valenti, Antonella, Zanini, Alessandro, Waddington, Clive, Delibes, Germán, Guerra-doce, Elisa, Neil, Benjamin, Brittain, Marcus, Luke, Mike, Mortimer, Richard, Desideri, Jocelyne, Besse, Marie, Brücken, Günter, Furmanek, Mirosław, Hałuszko, Agata, Mackiewicz, Maksym, Rapiński, Artur, Leach, Stephany, Soriano, Ignacio, Lillios, Katina T., Cardoso, João Luís, Pearson, Michael Parker, Włodarczak, Piotr, Price, T. Douglas, Prieto, Pilar, Rey, Pierre-jérôme, Risch, Roberto, Rojo Guerra, Manuel A., Schmitt, Aurore, Serralongue, Joël, Silva, Ana Maria, Smrčka, Václav, Vergnaud, Luc, Zilhão, João, Caramelli, David, Higham, Thomas, Thomas, Mark G., Kennett, Douglas J., Fokkens, Harry, Heyd, Volker, Sheridan, Alison, Sjögren, Karl-göran, Stockhammer, Philipp W., Krause, Johannes, Pinhasi, Ron, Haak, Wolfgang, Barnes, Ian, Lalueza-fox, Carles, and Reich, David

Published
2018

24. Sistema di credenze dei futuri insegnanti di sostegno. Un’indagine condotta presso l’Università della Calabria.

Author

Montesano, Lorena, Straniero, Alessandra M., and Valenti, Antonella

Subjects
TEACHER training courses, SOCIAL attitudes, STUDENTS with disabilities, STUDENT activities, TEACHER training
Abstract

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2021
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25. Methodologies and Technologies to support Didactics for Competences. Realization of an Active and Participatory teaching activity in a University Context

Author

De Pietro, Orlando, De Rose, Maurizio, and Valenti, Antonella

Subjects
didactics for competences, lcsh:Theory and practice of education, ict, high education, cooperative learning, lcsh:LB5-3640
Abstract

Learners in order to acquire the competences deemed essential to meet the problems of daily life, must play a leading role that put them in a position to participate in the dialectic exchange for significant contributions to reason critically, to constantly check the practices implemented through approaches that use the methodology of educational research and new information and communication technologies (ICT). This paper describes the design and implementation of a teaching practice competences oriented , with the aim of encouraging an active and participatory learning by learners to acquire competences and expertise for problem solving. The study involved the construction collaboratively and cooperatively of a digital product. After describing the main methodologies and technologies used, it describes the phases of the research and the main results achieved., Journal of e-Learning and Knowledge Society, Vol 13 No 1 (2017): Focus on: ICT and Experiential Learning: Models, Methodologies, Technologies, Research

Published
2017

26. Erratum: The Beaker phenomenon and the genomic transformation of northwest Europe

Author

Olalde, Iigo, Brace, Selina, Allentoft, Morten E., Armit, Ian, Kristiansen, Kristian, Booth, Thomas, Rohland, Nadin, Mallick, Swapan, Szcsnyi-Nagy, Anna, Mittnik, Alissa, Altena, Eveline, Lipson, Mark, Lazaridis, Iosif, Harper, Thomas K., Patterson, Nick, Broomandkhoshbacht, Nasreen, Diekmann, Yoan, Faltyskova, Zuzana, Fernandes, Daniel, Ferry, Matthew, Harney, Eadaoin, de Knijff, Peter, Michel, Megan, Oppenheimer, Jonas, Stewardson, Kristin, Barclay, Alistair, Alt, Kurt Werner, Liesau, Corina, Ros, Patricia, Blasco, Concepcin, Miguel, Jorge Vega, Garca, Roberto Menduia, Fernndez, Azucena Avils, Bnffy, Eszter, Bernab-Brea, Maria, Billoin, David, Bonsall, Clive, Bonsall, Laura, Allen, Tim, Bster, Lindsey, Carver, Sophie, Navarro, Laura Castells, Craig, Oliver E., Cook, Gordon T., Cunliffe, Barry, Denaire, Anthony, Dinwiddy, Kirsten Egging, Dodwell, Natasha, Erne, Michal, Evans, Christopher, Kuchak, Milan, Farr, Joan Francs, Fowler, Chris, Gazenbeek, Michiel, Pena, Rafael Garrido, Haber-Uriarte, Mara, Haduch, Elbieta, Hey, Gill, Jowett, Nick, Knowles, Timothy, Massy, Ken, Pfrengle, Saskia, Lefranc, Philippe, Lemercier, Olivier, Lefebvre, Arnaud, Martnez, Csar Heras, Olmo, Virginia Galera, Ramrez, Ana Bastida, Maurandi, Joaqun Lomba, Maj, Tona, McKinley, Jacqueline I., McSweeney, Kathleen, Mende, Balzs Gusztv, Modi, Alessandra, Kulcsr, Gabriella, Kiss, Viktria, Czene, Andrs, Patay, Rbert, Endrdi, Anna, Khler, Kitti, Hajdu, Tams, Szeniczey, Tams, Dani, Jnos, Bernert, Zsolt, Hoole, Maya, Cheronet, Olivia, Keating, Denise, Velemnsk, Petr, Dobe, Miroslav, Candilio, Francesca, Brown, Fraser, Fernndez, Ral Flores, Herrero-Corral, Ana-Mercedes, Tusa, Sebastiano, Carnieri, Emiliano, Lentini, Luigi, Valenti, Antonella, Zanini, Alessandro, Waddington, Clive, Delibes, Germn, Guerra-Doce, Elisa, Neil, Benjamin, Brittain, Marcus, Luke, Mike, Mortimer, Richard, Desideri, Jocelyne, Besse, Marie, Brcken, Gnter, Furmanek, Mirosaw, Hauszko, Agata, Mackiewicz, Maksym, Rapiski, Artur, Leach, Stephany, Soriano, Ignacio, Lillios, Katina T., Cardoso, Joo Lus, Pearson, Michael Parker, Wodarczak, Piotr, Price, T. Douglas, Prieto, Pilar, Rey, Pierre-Jrme, Risch, Roberto, Guerra, Manuel A. Rojo, Schmitt, Aurore, Serralongue, Jol, Silva, Ana Maria, Smrka, Vclav, Vergnaud, Luc, Zilho, Joo, Caramelli, David, Higham, Thomas, Thomas, Mark G., Kennett, Douglas J., Fokkens, Harry, Heyd, Volker, Sheridan, Alison, Sjgren, Karl-Gran, Stockhammer, Philipp W., Krause, Johannes, Pinhasi, Ron, Haak, Wolfgang, Barnes, Ian, Lalueza-Fox, Carles, and Reich, David

Subjects
Environmental issues, Science and technology, Zoology and wildlife conservation
Abstract

Author(s): Iigo Olalde; Selina Brace; Morten E. Allentoft; Ian Armit; Kristian Kristiansen; Thomas Booth; Nadin Rohland; Swapan Mallick; Anna Szcsnyi-Nagy; Alissa Mittnik; Eveline Altena; Mark Lipson; Iosif Lazaridis; Thomas K. [...]

Published
2018
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27. Valutazione delle conoscenze motorie nei futuri insegnanti di sostegno per una scuola senza barriere.

Author

Sgambelluri, Rosa, Straniero, Alessandra M., and Valenti, Antonella

Subjects
TEACHER training, MOTOR ability, SCHOOL year, TEACHING, STEREOTYPES
Abstract

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2020
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30. Trastorno del espectro del autismo: intervención educativa y formación a lo largo de la vida

Author

Cuesta Gómez, José Luis, Sánchez Fuentes, Sergio, Cottini, Lucio, Orozco Gómez, Martha, Valenti, Antonella, Cuesta Gómez, José Luis, Sánchez Fuentes, Sergio, Cottini, Lucio, Orozco Gómez, Martha, and Valenti, Antonella

Abstract

In this paper, we highlight the idea that the intervention on people with ASD should always be based on a comprehensive and forward-looking approach, consolidating networks of services that cover all the vital needs, rights, areas and the life stages, with the aim to enhance the maintenance and the continued development of both basic skills of daily living and all those skills that help them to access to the same areas as the general population, following the model of quality of life to ensure their Life Project against welfare conceptions addressed to prevent deterioration only. We present the principles on which this intervention must be based, and gather the main intervention programs aimed at training, employment and working in adulthood., El presente artículo pone de relieve la idea de que la intervención con personas con TEA debe basarse siempre en un planteamiento integral y de futuro. Para ello deben consolidarse redes de servicios que cubran todas las necesidades, derechos, ámbitos y etapas vitales. El objetivo es potenciar el mantenimiento y el desarrollo continuo tanto de las habilidades básicas de la vida diaria como de todas aquellas que faciliten su acceso a los mismos ámbitos que el conjunto de la población, siguiendo el modelo de calidad de vida para asegurar el Proyecto de Vida de estas personas frente a concepciones asistenciales dirigidas solo a evitar el deterioro. Con dicho objetivo a la vista se exponen los principios en los que debe basarse esta intervención, recogiendo además los principales programas de intervención dirigidos a la formación, ocupación y trabajo en la etapa adulta.

Published
2016

32. SLD: promoting continuity between School and University education. Results of a screening program in Calabria.

Author

Montesano, Lorena and Valenti, Antonella

Subjects
DIAGNOSIS of learning disabilities, SECONDARY school students, ACADEMIC achievement, HEALTH
Abstract

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2018
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36. Trastorno del espectro del autismo: intervención educativa y formación a lo largo de la vida.

Author

CUESTA, José L., SÁNCHEZ, Sergio, OROZCO, Martha L., VALENTI, Antonella, and COTTINI, Lucio

Abstract

Copyright of Psychology, Society & Education is the property of Psychology, Society & Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2016

37. Un approccio sperimentale per i laboratori scientifici nei corsi di laurea in Scienze della Formazione Primaria.

Author

Bozzo, Giacomo, De Pietro, Orlando, and Valenti, Antonella

Abstract

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2016
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48. Pre-service teachers’ approaches to gender-nonconforming children in preschool and primary school: Clinical and educational implications

Author

Fabrizio Chello, Cristiano Scandurra, Pascal Perillo, Paolo Valerio, Anna Lisa Amodeo, Antonella Valenti, Vincenzo Bochicchio, Bochicchio, Vincenzo, Perillo, Pascal, Valenti, Antonella, Chello, Fabrizio, Amodeo, ANNA LISA, Valerio, Paolo, and Scandurra, Cristiano

Subjects
050103 clinical psychology, Nonconformity, 030505 public health, Health (social science), pre-service teacher, 05 social sciences, Poison control, Human factors and ergonomics, homophobia, Gender nonconforming, Suicide prevention, Occupational safety and health, gender pressure, 03 medical and health sciences, Psychiatry and Mental health, Clinical Psychology, Pre service, Injury prevention, 0501 psychology and cognitive sciences, Gender-nonconforming children, sexism, 0305 other medical science, Psychology, Clinical psychology
Abstract

Corrective approaches taken by teachers towards gender nonconformity in childhood may increase the gender pressure that children feel, negatively affecting well-being and development. This study was aimed at assessing whether the approaches of 305 pre-service preschool and primary school teachers towards gender nonconformity in childhood are influenced by sexist and homophobic attitudes and feelings. The results indicated that the majority of the sample would adopt a supportive and affirmative approach towards gender nonconformity in childhood. Notwithstanding, the results also showed that sexism influenced the likelihood of adopting corrective approaches only to gender-nonconforming primary school children, whilst homophobia was positively associated with adoption of a corrective approach to gender nonconformity in both preschool and primary school children. Suggestions for educational and clinical practice are discussed.

Published
2019

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