SLD and disability in medical radiology technologist degree courses: a national survey.
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Abstract
INTRODUCTION/OBJECTIVE
Today, the inclusion of students with Specific Learning Disabilities (SLDs) and disabilities in Health Professions Degree Courses represents a central challenge for university education. Specifically, the Degree Course in Medical Radiology, Imaging and Radiotherapy Techniques (TRMIR) requires effective strategies to guarantee equal learning opportunities in highly complex theoretical and practical settings. The main objective of this study was to analyze the presence, difficulties, and support strategies aimed at students with SLDs and disabilities in TRMIR Degree Courses at a national level, identifying best practices and operational proposals for a truly inclusive teaching approach.
MATERIALS AND METHODS
An empirical survey was conducted using an anonymous questionnaire administered to the Directors of Education of the 56 TRMIR Degree Courses across the Italian territory. The questionnaire, created with Microsoft Forms, included 16 closed-ended and open-ended items aimed at collecting quantitative and qualitative data regarding critical issues, teaching strategies, and support modalities.
RESULTS
17 Degree Courses responded (response rate 30.3%), for a total of 997 students. Among these, 24 students with SLDs and 10 with disabilities were detected. The main critical issues that emerged concern difficulties with concentration, attention management, and adaptation to clinical internship activities. Effective strategies were reported, such as the early distribution of materials, peer-to-peer tutoring, continuity in the clinical tutor, and internship simulations.
DISCUSSION
The critical issues that emerged, particularly in lecture-based classes and clinical internship settings, also appear closely linked to organizational and educational factors. The adopted strategies, such as educational adaptations, continuity of the clinical tutor, peer tutoring, and early monitoring, act as potentially protective elements, contributing to making the training system more accessible and structured.
CONCLUSIONS
The study highlights the urgency of a systemic approach to inclusion in health professions Degree Courses, based on staff training, coordination between universities, and the personalization of educational pathways. The identified practices constitute a starting point for developing training models capable of combining inclusion and professional competence.
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