Reading is considered a fundamental skill for academic success and is strongly predictive of personal and social development and economic well-being (Snow, 2002). The program for international student assessment (PISA) conducted by the Organization for Economic Cooperation and Development (OECD) reveals that 20% of students from member countries fail to reach a basic level in reading skills. This percentage of "poor readers", which appears from the early stages of reading acquisition and persists until the end of the compulsory education cycle, underlines the importance of identifying this type of difficulty from childhood in order to implement specific interventions with a view to prevention (Kleinsz, Potocki, Ecalle & Magnan, 2017). Numerous types of intervention are currently widespread that allow for an improvement in reading speed (Tressoldi, Vio, & Iozzino, 2007). A methodology created for teaching new skills, which is also used for the enhancement of deficient skills, is teaching based on fluency, aimed at achieving true mastery of the task (Binder, 1996). Precision Teaching is part of teaching methodologies based on fluency that allows you to break down a complex task into pre-requisite skills, build fluency and measure learning performance in order to make educational decisions based on the progress of learning (Pelizzoni, Andolfi, Salvaderi, Cavallini, 2020). Telerehabilitation is considered a field of application of "telemedicine" or "remote medicine" and is considered an effective means for providing remote rehabilitation treatments. In recent years, for the rehabilitation treatment of subjects in developmental age, many tools for telerehabilitation have become widespread, in particular, in the context of the treatment of Specific Learning Disorders (SLD) or cognitive disorders (Casalini, Pecini, Zaccaria , Orsolini, & Brizzolara, 2020). In 2020, with the spread of the Covid-19 pandemic and consequent suspension of school activities, there was a strong reduction in learning outcomes, as predicted in previous studies on partial or temporary interruptions in school attendance. This phenomenon has had more negative consequences for children with special educational needs and learning difficulties (Baschenis et al., 2021). This scenario has forced professionals working in the clinical and therapeutic fields to readjust the methods of providing services aimed at the person. Guided by this evidence, three studies were designed. In a first study, a review of studies in the literature was conducted in which digital platforms and / or technological means were used to implement and improve the reading skills of children of school and preschool age. In the second study, the effectiveness of a reading enhancement intervention based on the Precision Teaching methodology delivered at a distance, through the Google Meet platform, was assessed with a group of school-age students who presented specific difficulties in the school environment. In the third study, a qualitative study was conducted with the aim of collecting the impressions of a group of university students on the Precision Teaching methodology, to be proposed as a new tool to be combined with traditional teaching, which would allow to exploit this methodology not only in the clinical setting. but also scholastic with positive repercussions on learning.

La lettura è considerata un'abilità fondamentale per il successo scolastico ed è fortemente predittiva dello sviluppo personale e sociale e di benessere economico (Snow, 2002). Il programma per la valutazione internazionale dello studente (PISA) condotto dall’Organizzazione per la Cooperazione e lo Sviluppo Economico (OCSE) rivela che il 20% degli studenti dei paesi membri non riesce a raggiungere un livello base nella capacità di lettura. Questa percentuale di “poor readers”, che compare dalle prime fasi di acquisizione della lettura e persiste fino alla fine del ciclo di istruzione obbligatoria, sottolinea l’importanza di individuare questo tipo di difficoltà sin dall’infanzia in modo da attuare interventi specifici in ottica di prevenzione (Kleinsz, Potocki, Ecalle & Magnan, 2017). Attualmente sono diffuse numerose tipologie di intervento che consentono di ottenere un miglioramento nella velocità di lettura (Tressoldi, Vio, & Iozzino, 2007). Una metodologia nata per l’insegnamento di nuove abilità, che viene impiegata anche per il potenziamento di abilità carenti, è la didattica basata sulla fluenza, finalizzata a raggiungere la vera padronanza nel compito (Binder, 1996). Il Precision Teaching si colloca all’interno di metodologie didattiche basate sulla fluenza che permette di scomporre un compito complesso in abilità pre-requisite, costruire la fluenza e misurare le performance di apprendimento al fine di adottare decisioni educative in base all’andamento dell’apprendimento (Pelizzoni, Andolfi, Salvaderi, Cavallini, 2020). La teleriabilitazione è considerata un campo di applicazione della "telemedicina" o "medicina a distanza" ed è considerata un mezzo efficace per l’erogazione di trattamenti riabilitativi a distanza. Negli ultimi anni, per il trattamento riabilitativo di soggetti in età evolutiva, si sono diffusi molti strumenti per la teleriabilitazione, in particolare, nell’ambito del trattamento dei Disturbi Specifici dell’Apprendimento (DSA) o di disturbi cognitivi (Casalini, Pecini, Zaccaria, Orsolini, & Brizzolara, 2020). Nel 2020, con la diffusione della pandemia Covid-19 e conseguenti sospensioni delle attività scolastiche, si è riscontrata una forte riduzione dei risultati di apprendimento, così come previsto in precedenti studi sulle interruzioni parziali o temporanee della frequenza scolastica. Tale fenomeno ha avuto conseguenze più negative per i bambini con bisogni educativi speciali e difficoltà di apprendimento (Baschenis et al., 2021). Questo scenario ha costretto i professionisti che lavorano nell’ambito clinico e terapeutico a riadattare le modalità di erogazione dei servizi rivolti alla persona. Guidati da queste evidenze sono stati progettati tre studi. In un primo studio è stata condotta una revisione di studi presenti in letteratura nei quali sono state utilizzate piattaforme digitali e/o mezzi tecnologici per implementare e migliorare le capacità di lettura di bambini di età scolare e prescolare. Nel secondo studio è stata valutata l’efficacia di un intervento di potenziamento di lettura basato sulla metodologia del Precision Teaching erogato a distanza, attraverso la piattaforma di Google Meet, con un gruppo di studenti di età scolare che presentavano difficoltà specifiche in ambito scolastico. Nel terzo studio è stato condotto uno studio qualitativo con lo scopo di raccogliere le impressioni di un gruppo di studenti universitari sulla metodologia del Precision Teaching, da proporre come nuovo strumento da abbinare alla didattica tradizionale, che consentirebbe di sfruttare tale metodologia non solo in ambito clinico ma anche scolastico con ripercussioni positive sull’apprendimento.

Il ruolo della teleriabilitazione nell'intervento con bambini di età scolare con disturbi del neurosviluppo / Ilaria Torelli , 2023 Nov 28. 35. ciclo, Anno Accademico 2021/2022.

Il ruolo della teleriabilitazione nell'intervento con bambini di età scolare con disturbi del neurosviluppo

TORELLI, ILARIA
2023

Abstract

Reading is considered a fundamental skill for academic success and is strongly predictive of personal and social development and economic well-being (Snow, 2002). The program for international student assessment (PISA) conducted by the Organization for Economic Cooperation and Development (OECD) reveals that 20% of students from member countries fail to reach a basic level in reading skills. This percentage of "poor readers", which appears from the early stages of reading acquisition and persists until the end of the compulsory education cycle, underlines the importance of identifying this type of difficulty from childhood in order to implement specific interventions with a view to prevention (Kleinsz, Potocki, Ecalle & Magnan, 2017). Numerous types of intervention are currently widespread that allow for an improvement in reading speed (Tressoldi, Vio, & Iozzino, 2007). A methodology created for teaching new skills, which is also used for the enhancement of deficient skills, is teaching based on fluency, aimed at achieving true mastery of the task (Binder, 1996). Precision Teaching is part of teaching methodologies based on fluency that allows you to break down a complex task into pre-requisite skills, build fluency and measure learning performance in order to make educational decisions based on the progress of learning (Pelizzoni, Andolfi, Salvaderi, Cavallini, 2020). Telerehabilitation is considered a field of application of "telemedicine" or "remote medicine" and is considered an effective means for providing remote rehabilitation treatments. In recent years, for the rehabilitation treatment of subjects in developmental age, many tools for telerehabilitation have become widespread, in particular, in the context of the treatment of Specific Learning Disorders (SLD) or cognitive disorders (Casalini, Pecini, Zaccaria , Orsolini, & Brizzolara, 2020). In 2020, with the spread of the Covid-19 pandemic and consequent suspension of school activities, there was a strong reduction in learning outcomes, as predicted in previous studies on partial or temporary interruptions in school attendance. This phenomenon has had more negative consequences for children with special educational needs and learning difficulties (Baschenis et al., 2021). This scenario has forced professionals working in the clinical and therapeutic fields to readjust the methods of providing services aimed at the person. Guided by this evidence, three studies were designed. In a first study, a review of studies in the literature was conducted in which digital platforms and / or technological means were used to implement and improve the reading skills of children of school and preschool age. In the second study, the effectiveness of a reading enhancement intervention based on the Precision Teaching methodology delivered at a distance, through the Google Meet platform, was assessed with a group of school-age students who presented specific difficulties in the school environment. In the third study, a qualitative study was conducted with the aim of collecting the impressions of a group of university students on the Precision Teaching methodology, to be proposed as a new tool to be combined with traditional teaching, which would allow to exploit this methodology not only in the clinical setting. but also scholastic with positive repercussions on learning.
The role of tele-rehabilitation in the intervention with school-age children with neurodevelopmental disorders
28-nov-2023
Dipace, Anna
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11380/1328410
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