The term Special Educational Need refers to certain conditions that involve non-ordinary and relatively persistent difficulties in learning and/or participating in university life. These conditions require tailored educational support during classes and exams and, as a secondary effect, may create discomfort for the individual, causing disadvantage and/or exclusion.
The term SEN does not indicate a clinical condition. Rather, it is an umbrella term used in scientific literature to include students with disabilities and Specific Learning Disorders (SLD)—already recognized within universities by current regulations—neurodevelopmental disorders, diagnosed psychiatric disorders, disabling medical conditions, and situations of socioeconomic or linguistic disadvantage.
In this section, the term will be used in a more specific sense, referring to conditions that are not currently covered by specific legislation, but which our University is committed to recognizing in order to ensure maximum equity and inclusion for all students, specifically addressing:
Neurodevelopmental disorders:
- Borderline Intellectual Functioning (BIF)
- Communication Disorders
- Autism Spectrum Disorders
- Attention Deficit and Hyperactivity Disorder (ADHD)
- Diagnosed psychiatric disorders (e.g. Anxiety and Mood Disorders, Psychotic and Dissociative Disorders, Eating Disorders, and other clinically significant psychiatric conditions)
- A diagnosis is required, prepared in accordance with relevant national and regional regulations and based on the most widely recognized national and international Guidelines. The diagnosis must indicate the diagnostic label and nosographic code of the disorder, any ongoing treatments (pharmacological, hospitalizations, various therapies), and a functional profile highlighting the impact on academic performance and participation.
- The documentation must be submitted to the degree program offices. Subsequently, after verifying the validity of the certification, the SDDA will propose an introductory meeting to ensure proper support and provide information on the procedures for requesting the necessary accommodations.
- Any updates to the diagnosis must be communicated promptly.
The University also provides support to students with Special Educational Needs (SEN), within the limits of available resources. Some of the measures envisaged for persons with disabilities and Specific Learning Disorders (SLD) may also be necessary and useful for these students.
Certain measures, such as mediation with teaching staff, the assignment of support personnel throughout the university experience, the use of technological tools, and the implementation of possible educational adjustments, may be considered based on the student's specific needs and the resources made available by the University. Compensatory tools and exemption measures are subject to individual assessment by the Disability and SLD Service (SDDA), which verifies their appropriateness based on the submitted documentation and personal profile. Any approval and communication of measures to teaching staff is handled by the delegated faculty member, within the limits of current regulations and didactic compatibility.
Note: Measures do not include a reduction of course content.
Compensatory measures may include:
- Technological support for studying and during exams
- Individualized exam modalities
- Division of course content into intermediate assessments
- Preparation support
- additional time of 50% (Law 104 or civil disability) or 30% in other cases
- extended time to reflect before answering during oral exams
- the exam in digital format and/or enlarged print
- reader/writer tutor support
- use of a PC with text-to-speech software or screen magnification tools
- possibility to take the exam at personalized times and locations
- division of the exam into multiple partial assessments
- choice between written or oral examination
- choice among different types of written assessment (e.g., open-ended questions or multiple choice)
- quantitative, but not qualitative, reduction of the written exam
- use of concept maps, outlines, or formula sheets, to be submitted to the instructor at least 20 days before the exam
- preparation of slides or handouts in advance of the lesson (to be requested from the lecturer)
- access to examples of past exam papers and review of errors on completed assessments (from lecturers)
- teaching materials in accessible formats
- study skills guidance provided by a specialized tutor
- support in identifying IT tools suited to specific needs
- possibility to independently record the lecture
- maximum possible accessibility of classrooms and campus spaces
- accompaniment to class (on foot) by a tutor
Contact the SDDA service to arrange requests to be submitted to instructors with our support.
Other services
- Request digital texts from the library
- DSA and Disability Tutors
- Educational Counseling
- Psychological Counseling
- Learning Technologies