Evaluation strategies at University for students with Dyslexia: a pilot study supported by face emotion recognition

This paper describes the final assessment of a student with SLD who uses compensatory tools to verify the effectiveness of the strategies adopted to support the construction of an inclusive assessment environment. The proposed case study is part of long-term research conducted by the University of Macerata. New technologies for analyzing emotional feedback based on the analysis of facial expressions collected from both students and professors during the exam supported the observation. Results show how the application of the emotional recognition system allows researchers to reflect on the evaluation process, on the teacher's perception about compensatory tools and, more generally, on accommodation exams strategies for students with DSA.