Estudiantes disléxicos entre la Escuela y la Universidad: intenciones tras el diploma e intervenciones específicas para promover elecciones conscientes e inclusivas

Abstract

This doctoral thesis is developed and approached in a dual way: on one hand, it aims to investigate the intentions of dyslexic students in relation to university studies and the underlying reasons also comparing the results with those of non-dyslexic students. On the other hand, it aims to observe the role and effectiveness of specific interventions aimed at dyslexic students to promote conscious and inclusive educational choices. In all, 440 high school students from twelve institutes in the city of Messina (Italy) and their families participated in the project. With regard to the first objective, the sociodemographic data of the students and other information about the current school and their future educational intentions were collected through a specially developed data collection sheet in combination with a similar one addressed to their families in order to enrich, increase and complete the information about the students. Out of the 440 students, two groups were selected: the first one was formed by all students participating in the project with certified dyslexia (47); the second control group consisted of 47 students without certified dyslexia. With regard to the second objective, the “AMOS Test - New Edition” was used in two different phases, before and after the interventions; in addition, satisfaction surveys about the interventions were carried out and filled in by the students at the end of each intervention. The sample consisted of 55 students: 26 students (dyslexic and non-dyslexic) from the experimental classes who carried out all the specific interventions planned and designed in the project, and 29 (dyslexic and non-dyslexic) from the control classes who did not execute the same interventions of the experimental classes. The results of the data collection sheets show significant differences between the two groups regarding both intentions for university studies and the underlying motivations for these intentions. Such differences suggest the involvement of certain emotional and psychological factors in both cases. From the results of the “AMOS Test”, we can highlight that specific interventions carried out have been quite effective, especially in relation to certain dimensions. Furthermore, from the satisfaction surveys completed by the students it also emerges that most of them appreciated the specific interventions. It can be concluded that the initial hypothesis of the project that recognises and attributes a crucial role to the emotional and psychological aspects related to dyslexia and that, at the same time, identifies in specific interventions an effective tool to accompany and support dyslexic students in a conscious transition between the School and the University, seems to be confirmed.