Inclusive Teaching for Students with SLD
Valentina Ferretti, Giacomo Guaraldi, Elisabetta Genovese, Claudia Daria Boni
This study investigates the instructional practices implemented by faculty members at the University of Modena and Reggio Emilia to foster an inclusive learning environment for students with Specific Learning Disorders (SLD). Drawing on data collected through a structured questionnaire, the article examines faculty members’ level of awareness regarding the characteristics of SLDs, the educational strategies employed, the perceived effectiveness of these approaches in supporting affected students, and their willingness to participate in targeted professional development. Findings indicate a growing sensitivity toward inclusive teaching practices; however, challenges persist concerning faculty preparedness and perceptions of the efficacy of currently adopted tools. The study underscores the importance of continuous professional training and the adoption of personalized pedagogical approaches that recognize diverse learning modalities. Ultimately, it highlights how effective support for students with SLDs can significantly contribute to their well-being, personal development and academic achievement.
Keywords
Inclusive teaching, Specific learning disorders (SLD), University; Teaching strategies, Personalized assessment, Teacher training, Multimedia learning.
