Students with dyslexia between school and university: Post‐diploma choices and the reasons that determine them. An Italian study

Abstract

Although the number of students with dyslexia enrolled in Italian universities is constantly growing, their presence remains relatively limited. The aim of this study was therefore to investigate the choices made by students with dyslexia in relation to university studies, and the underlying reasons for their choices. This study also compares these choices for students with and without dyslexia. In all, 440 high school students and their families agreed to take part in this project. Socio‐demographic data was collected for the 47 students with dyslexia and 47 class‐matched students without dyslexia, along with information on their current schools and their future educational plans. A specially developed questionnaire was used for the students, in combination with structured interviews with their families. The results show significant differences between these groups regarding both choices for university studies and the underlying motivations for these choices. Furthermore, certain psychological and emotional factors are implicated here in the decisions of the students with dyslexia regarding both university studies and their underlying reasons. Future research is needed to further investigate these factors in the educational choices of students with dyslexia.

Disturbi Specifici Di Apprendimento: Idee Per Un’università Inclusiva All’interno Della Comunità Europea

“…La legge 170 si pone in continuità con la legge 517 e non solo riconosce i Disturbi Specifici di Apprendimento e li inquadra dal punto di vista clinico, educativo e legale, ma apre anche una riflessione necessaria sul ruolo della scuola nel garantire un'esperienza di apprendimento che si adatti alle necessità degli studenti, valorizzando le caratteristiche individuali. Le riflessioni aperte dallo storico traguardo della legge 170 rischiano, tuttavia, di rimanere confinate a un percorso scolastico che inizia con la scuola primaria e si conclude con l'ultimo anno di scuola secondaria di secondo grado (Donato et al, 2022).…”

Prevalencia y preferencias vocacionales del alumnado con trastorno del aprendizaje de la lectura (dislexia del desarrollo) en Andalucía (España)

“…Respecto a sus decisiones académicas, en Messina (Italia), el 44,7% del alumnado con DD asiste a escuelas profesionales en vez de a institutos tradicionales (8,6%), y el 68,1% manifiesta no desear realizar estudios universitarios (Donato et al, 2022). En Suecia, Ingesson (2007) encuentra que la mayoría de los estudiantes con DD eligen estudios de tipo profesional dentro de la escuela secundaria, y en menor medida estudios universitarios.…”

“…El alumnado en general, al finalizar la ESO, realiza Formación Profesional un 34,42% y Bachillerato un 65,58% (Junta de Andalucía, 2019). El alumnado con DD prefiere la opción de la Formación Profesional (Donato et al, 2022;Rinkute et al, 2014) y esta decisión no depende del sexo. El alumnado con DD en Andalucía, al finalizar la ESO, realiza Formación Profesional un 54,71%, y un 45,29%, Bachillerato.…”