The term Special Educational Need refers to conditions that involve significant and relatively persistent difficulties in learning and/or participating in university life. These conditions require individualized academic support during lessons and exams, and may also result in personal discomfort, disadvantage, and/or social exclusion.
The term SEN does not refer to a clinical condition, but is rather an umbrella term that, in the scientific literature, includes students with disabilities and specific learning disorders (SLD) already recognized by current university regulations, as well as neurodevelopmental disorders, diagnosed psychiatric disorders, debilitating medical conditions, and socio-economic or linguistic disadvantage.
In this section, the term is used in a more specific way, referring to conditions not currently covered by specific regulations, but which our University is committed to recognizing in order to ensure maximum equity and inclusion for all students. In particular:
Neurodevelopmental disorders:
- Borderline Intellectual Functioning (BIF)
- Communication Disorders
- Autism Spectrum Disorders
- Attention Deficit 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 applicable national and regional regulations and based on the most widely recognized Guidelines adopted at national and international levels. The diagnosis must specify the diagnostic label and nosographic code of the disorder, any ongoing treatments (pharmacological, hospitalizations, various therapies), and include a functional profile that highlights the impact on academic performance and participation.
- The documentation must be submitted to the relevant degree programme offices. Subsequently, the SDDA, after verifying the validity of the certification, will suggest an introductory interview to ensure appropriate support and to provide information about the procedures for requesting any necessary accommodations.
- Any updates to the diagnosis must be communicated promptly.
The University also offers support to students with Special Educational Needs (SEN), within the limits of available resources. Some of the measures provided for students with disabilities and Specific Learning Disorders may also be necessary and beneficial for these students.
Certain measures, such as mediation with teaching staff, guidance from support personnel throughout the university experience, the use of technological aids, and the adoption of specific academic accommodations, may be considered based on the student's individual needs and the resources made available by the University. Compensatory tools and dispensatory measures are individually assessed by the Service for Disabilities and Specific Learning Disorders (SDDA), which verifies their suitability based on the submitted documentation and personal profile. The approval and communication of such measures to teaching staff, where applicable, is the responsibility of the delegated faculty member, in compliance with current regulations and academic feasibility.
Note: These measures do not include a reduction of academic requirements.
Compensatory measures may include:
- Technological aids for studying and examinations
- Individualized examination arrangements
- Division of the syllabus into ongoing assessments
- Support in exam preparation
- 50% additional time (for L.104 or civil disability) or 30% additional time in other cases
- extended time to consider answers during oral exams
- exam in digital format and/or enlarged print
- reader/scribe tutor
- use of a PC with text-to-speech programs or screen magnification software
- possibility to take the exam at personalized times and locations
- division of the exam into multiple partial tests
- choice between written and oral format
- option to choose between different types of written assessment (e.g., open-ended questions or multiple choice)
- quantitative, but not qualitative, reduction of written exams
- use of concept maps, outlines, or formularies, to be submitted to the instructor at least 20 days before the exam
- preparation of slides or handouts in advance of the class (to be requested from the instructor)
- access to examples of past exam papers and review of errors in completed exams (with instructors)
- teaching materials in accessible formats
- study method guidance provided by a specialized tutor
- support in identifying digital tools for specific needs
- possibility to independently record the lecture
- maximum possible accessibility to classrooms and campus spaces
- in-class accompaniment (on foot) by a tutor
Contact the SDDA service to discuss requests to be submitted to instructors with our support.
Other services
- Request for digital texts from the library
- DSA and Disability Tutors
- Educational and Pedagogical Counselling
- Psychological Counselling
- Learning Technologies