Università per Stranieri di Perugia
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Services available to students with SEN

The term Special Educational Need refers to conditions that involve non-ordinary and relatively persistent difficulties in learning and/or participating in university life, which require individualized educational attention during lessons and exams, and which, as a secondary effect, can create discomfort, disadvantage and/or marginalization for the individual.

The term SEN, therefore, does not refer to a clinical condition, but is an umbrella term which, in scientific literature, includes students with disabilities and learning disorders already considered by current university legislation, neurodevelopmental disorders, diagnosed psychiatric disorders, disabling medical conditions, and socioeconomic or linguistic disadvantages.

In this section, the term will be used in a limited sense, referring to conditions currently not covered by specific regulations, but that our University is committed to recognizing in order to ensure maximum equity and inclusion for all students, specifically:

Neurodevelopmental disorders:

  • Borderline intellectual functioning (BIF)
  • Communication disorders
  • Autism Spectrum Disorders
  • Attention Deficit Hyperactivity Disorder (ADHD)
  • Diagnosed psychiatric disorders (for example Anxiety and Mood Disorders, Psychotic and Dissociative Disorders, Eating Disorders, other significant psychiatric disorders)

  • A diagnosis is required, prepared according to the relevant national and regional regulations and in line with the most recognized Guidelines adopted nationally and internationally. The diagnosis must indicate the diagnostic label and the nosographic code of the disorder, any ongoing treatments (pharmacological, hospitalizations, various therapies), and a profile of functioning that highlights the impact on academic performance and participation.
  • The documentation must be submitted to the secretariats of the degree courses; afterwards, the SDDA, after verifying the validity of the certification, may propose an introductory interview in order to ensure proper reception and knowledge of the procedures for requesting any necessary accommodations.
  • Updates to the diagnoses must be communicated promptly.

The University also offers support to students with Special Educational Needs (SEN), within the limits of available resources. Some measures provided for people with disabilities and specific learning disorders (SLD) may also be necessary and useful for these students.

Certain measures, such as mediation with teachers, support figures accompanying students throughout their university path, the use of technological tools, and the adoption of possible teaching adaptations, 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 evaluation by the Disability and SLD Service (SDDA), which assesses their suitability based on the documentation provided and the personal profile. The possible approval and communication of these measures to teachers is carried out by the delegated teacher, within the limits of current regulations and teaching compatibilities.

Note: These measures do not include a reduction of the curricula

Compensatory measures may include:

  • Technological support for studying and during exams
  • Individualized exam arrangements
  • Splitting the syllabus into ongoing assessments
  • Preparation support

  • additional time of 50% (Law 104 or civil disability) or 30% for other cases
  • more time to reflect on the answer during an oral exam
  • the test in digital format and/or enlarged characters
  • reader/writer tutor
  • use of a computer with text-to-speech software or character enlargement software
  • possibility to take the exam at personalized times and in personalized locations
  • division of the exam into several partial tests
  • choice between written and oral test
  • choice between different types of written assessments (for example, open-ended or multiple-choice questions)
  • quantitative, not qualitative, reduction of the written test
  • use of concept maps, outlines, or formula sheets, to be shown to the teacher at least 20 days before the exam

  • production of slides or handouts, in advance of the lesson (to be requested from the lecturer)
  • viewing examples of past exam papers and reviewing errors in completed tests (from the lecturers)
  • teaching materials in accessible format
  • study method consultation provided by a specialized tutor
  • support in identifying useful IT tools for specific needs

  • possibility to record the lesson independently
  • maximum possible accessibility of classrooms (reserved seat)
  • accompaniment to class (on foot) by a tutor

Contact the committee to agree on the requests to be submitted to the teachers with our support.