45 results
Search Results
2. Sostenere pratiche inclusive nei momenti di passaggio: gli esiti di un’analisi sistematica della letteratura sulla continuità educativa 0-6 condotta in ambito europeo.
- Author
-
LAZZARI, ARIANNA, DONNE VANDINI, CHIARA DALLE, and BALDUZZI, LUCIA
- Subjects
EARLY childhood education ,PRIMARY education ,ENGLISH language ,PRIMARY schools - Abstract
The article illustrates the findings of a systematic literature review carried out within the Erasmus+ project START (Sustaining Warm and Inclusive Transitions across the Early Years) focusing on transitions from early childhood education and care to primary school. To date, most literature reviews conducted on this topic examined the findings derived from studies published in English and conducted in Anglosaxon countries, thus overlooking the findings of research carried out in EU Member States and published more frequently in original languages. The systematic literature review presented in this paper attempts to address such gap by analysing the findings of studies conducted in the context of EU Member States, which offer a particularly relevant and rich contribution in relation to children’s, families’ and professionals’ experiences and perspectives during transitions. By shedding light on the findings derived from such publication sources, this literature review offers valuable insights in terms of investigating the multiple understandings and approaches underlying transition practices across a variety of policy contexts, educational systems and pedagogical traditions typical of EU Member States. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
3. Progettazione educativa individualizzata su base ICF. Sperimentazione e monitoraggio del modello PEI-ICF UniSalento.
- Author
-
Pinnelli, Stefania and Fiorucci, Andrea
- Subjects
EDUCATIONAL planning ,DELEGATED legislation ,DISABILITIES ,TEACHERS ,SOCIAL science experiments - Abstract
Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
4. Monitorare e valutare la formazione degli insegnanti di sostegno in una prospettiva di miglioramento.
- Author
-
Gariboldi, Antonio, Antonietti, Maja, Bertolini, Chiara, Pintus, Andrea, and Pugnaghi, Antonella
- Subjects
TEACHER training ,TEST systems ,EXPERTISE ,TEACHERS - Abstract
Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
5. Writing For Inclusion: strategie educative e processi di inclusione del Progetto Erasmus WIN.
- Author
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CERTINI, ROSSELLA
- Subjects
SOCIAL context ,DISABILITIES ,TRANSVERSAL lines ,CHILDREN with disabilities ,HOPE - Abstract
The paper presents the "state of the art" of the European Erasmus KA2 WIN project: Writing for Inclusion. After the introduction, dedicated to the themes of inclusion, from a pedagogical, anthropological and historical point of view, there are several in-depth studies dedicated to inclusive processes at school and in extra-school social contexts. Inclusion is not considered exclusively as the inclusion of disability in educational and work contexts, but it is considered as a transversal practice that we hope will become modus operandi in every daily experience, both individual and collective. This is a first article that presents the work already done within this Erasmus KA2 project and other future essays are expected to deepen and refine the topic. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
6. Insieme a distanza. Alleanze educative tra servizi per l’infanzia e famiglie durante il lockdown.
- Author
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Antonietti, Maja, Guerra, Monica, and Luciano, Elena
- Subjects
EARLY childhood education ,COVID-19 pandemic ,CHILD services ,DISTANCE education ,PRESCHOOLS ,STAY-at-home orders - Abstract
Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
- Full Text
- View/download PDF
7. Scuola e famiglia del bambino di origine immigrata, portatore di disabilità. Prove di dialogo e di alleanza educativa.
- Author
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Simone, Maria Grazia
- Subjects
FAMILY-school relationships ,SOCIAL integration ,WELL-being ,EDUCATIONAL planning - Abstract
Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
8. Valutazione delle conoscenze motorie nei futuri insegnanti di sostegno per una scuola senza barriere.
- Author
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Sgambelluri, Rosa, Straniero, Alessandra M., and Valenti, Antonella
- Subjects
TEACHER training ,MOTOR ability ,SCHOOL year ,TEACHING ,STEREOTYPES - Abstract
Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2020
- Full Text
- View/download PDF
9. Qualità misurabile e qualità vissuta della città. La rigenerazione urbana come riconnessione tecnologica tra risorse, spazi, abitanti.
- Author
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Angelucci, Filippo, Cellucci, Cristiana, Di Sivo, Michele, and Ladiana, Daniela
- Abstract
Copyright of TECHNE: Journal of Technology for Architecture & Environment is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2015
- Full Text
- View/download PDF
10. Sant'Agabio Resiliente: inclusione e solidarietà per l'ambiente urbano.
- Author
-
Carli, Paolo, Francesco Fabris, Luca Maria, and Granello, Guido
- Abstract
Copyright of TECHNE: Journal of Technology for Architecture & Environment is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2018
- Full Text
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11. Prevent and counter bullying and cyberbullying through the SEP device: sensitize, educate, protect. Results of an investigation
- Author
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Loredana Perla, Ilenia Amati, and Rosa Palermo
- Subjects
bullying ,cyberbullying ,inclusion ,SEP device ,whole-education approach ,bullismo ,Education - Abstract
This paper focuses on an investigation into the complex phenomenology of bullying and cyberbullying behaviour, focusing actions of contrast and treatment within a preventive perspective of inclusive education capable of designing multi-level strategies. The paper presents the results of a collaborative research-training project with a network of Apulian secondary schools and the consequent design of the educational device for the prevention and treatment of the phenomenon (the SEP device: sensitise, educate, protect) useful for dealing with the phenomena from a pedagogical point of view. The device allows to develop an observational and receptive posture concerning the behavioural prodromes and to accept the complexity of the phenomena adopting multiple-levels educational choices. Prevenire e contrastare bullismo e cyberbullismo attraverso il dispositivo SEP: sensibilizzare, educare, proteggere. Risultanze di un’indagine. Il presente contributo mette a tema un’indagine sulla complessa fenomenologia dei comportamenti di bullismo e cyberbullismo, focalizzando le azioni di contrasto e di cura entro una prospettiva preventiva di didattica dell’inclusione in grado di progettare strategie a più livelli. Nel contributo si presentano le risultanze di una ricerca-formazione collaborativa avviata con una rete di scuole secondarie di I e II grado pugliesi e la conseguente progettazione del dispositivo di educazione alla prevenzione e cura del fenomeno (il dispositivo SEP: sensibilizzare, educare, proteggere) utile a fronteggiare i fenomeni in chiave pedagogica. Il dispositivo consente di assumere una postura osservativa e ricettiva dei prodromi comportamentali e di accogliere la complessità dei fenomeni adottando scelte educative a più livelli articolate in un approccio adattivo inclusivo costruito sul contesto e rivolto all’intero gruppo e non solo alla diade bullo-vittima. These are articulated in an inclusive adaptive approach built on the context and aimed at the entire group and not just on the bully-victim dyad. The concept of inclusion, indeed, is closely linked to education to “active citizenship”, understood as responsible participation in building a civil society and requires action that involves the entire school community and families.
- Published
- 2022
- Full Text
- View/download PDF
12. Audio descrizione e didattica inclusiva. Una ricerca sulla comprensione da ascolto e la capacità di immedesimazione.
- Author
-
Fiorucci, Andrea
- Abstract
Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
- Full Text
- View/download PDF
13. L'innovazione eco-sociale per l'efficienza dei metabolismi urbani.
- Author
-
Sgobbo, Alessandro
- Abstract
Copyright of TECHNE: Journal of Technology for Architecture & Environment is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
- Full Text
- View/download PDF
14. Connecting Cultures, strategie per il miglior uso della diversità.
- Author
-
Cellucci, Cristiana and Di Sivo, Michele
- Abstract
Copyright of TECHNE: Journal of Technology for Architecture & Environment is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
- Full Text
- View/download PDF
15. La formazione per il sostegno. Valutare l'innovazione didattica in un'ottica di qualità.
- Author
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Calvani, Antonio, Menichetti, Laura, Pellegrini, Marta, and Zappaterra, Tamara
- Abstract
Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
- Full Text
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16. Ambienti digitali inclusivi.
- Author
-
Emili, Enrico Angelo and Gaggioli, Cristina
- Abstract
Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
- Full Text
- View/download PDF
17. Strumenti per valutare l'inclusione: una rassegna italiana.
- Author
-
Ruzzante, Giorgia
- Abstract
Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
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18. L'inclusione a scuola. Una ricerca sulle percezioni di un gruppo di insegnanti in formazione e in servizio.
- Author
-
Fiorucci, Andrea
- Abstract
Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
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19. "Prima di tutto vediamo un po' chi siete voi": un'esperienza di modulazione didattica nei Tirocini Formativi Attivi e Percorsi Abilitanti Speciali.
- Author
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Curto, Natascia
- Abstract
Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
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20. L'ICF-CY per la progettazione inclusiva per gli alunni con DSA.
- Author
-
Chiaro, Marina
- Subjects
TEACHERS ,TEACHING ,STUDENTS ,CHILDREN'S health ,CHILDREN with learning disabilities - Abstract
Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2014
21. Keeping TRACK(s) of inclusive interactions in ECEC services: the affordances of video-analysis for professional development
- Author
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Lucia Balduzzi, Valentina Migliarini, and Arianna Lazzari
- Subjects
video-analysis ,early childhood ,inclusion ,professional development ,video-analisi ,inclusione ,Education - Abstract
Recent research shows the growing need of using video-analysis in qualitative educational research. Video-analysis offers possibilities for representing Early Childhood Education and Care (ECEC) professionals’ practices, and for becoming a mediational and epistemological tool of their on-going knowledge construction about inclusion and equity. This paper presents initial findings from a case study conducted in Bologna, Italy, using video-analysis as a tool for ECEC practitioners’ active learning and professional development. Results from the study show how video (recording and analysis) help practitioners (re)thinking their interactions with children and stimulate reflections on their conceptualization of inclusive practices. Drawing on a European trans-national project funded by the Erasmus Plus Program, this paper argues the relevance of video-elicited discussions and focus groups to help providing significant feedback to educators, as well as creating a digital repository of inclusive practices. Registrare interazioni inclusive nei servizi per l’infanzia: video-analisi e formazione degli insegnanti. Ricerche recenti dimostrano l’importanza dell’uso della video-analisi nella ricerca educativa qualitativa. L’analisi dei video offre la possibilità di rappresentare le pratiche di educatori e professionisti che operano nei servizi per la prima infanzia. La video-analisi può diventare uno strumento epistemologico e di mediazione per l’acquisizione di conoscenze sull’inclusione e l’equità. Il contributo presenta i primi risultati di un caso studio condotto in Italia (Bologna) utilizzando l’analisi video come strumento per l’apprendimento attivo e lo sviluppo professionale degli educatori nei servizi per l’infanzia. I risultati dello studio mostrano come la registrazione e l’analisi dei video aiuta gli educatori a (ri)pensare le loro interazioni con i bambini, stimolando rinnovate riflessioni sulla loro concettualizzazione di pratiche inclusive. Basandosi su un progetto di ricerca Europeo finanziato dal programma Erasmus Plus, questo articolo sostiene la rilevanza dei focus group stimolati da video per fornire feedback agli educatori in formazione in servizio, nonché a creare un archivio digitale di pratiche inclusive.
- Published
- 2019
- Full Text
- View/download PDF
22. La serietà negli occhi: esperienze di accoglienza e inclusione scolastica con alunni/e ucraini (2022-2023).
- Author
-
Lapov, Zoran
- Subjects
WAR - Abstract
Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2023
- Full Text
- View/download PDF
23. The Measurable and the Real Quality of Life in the City. Urban regeneration as a technological correlation of resources, spaces and inhabitants
- Author
-
Filippo Angelucci, Cristiana Cellucci, Michele Di Sivo, and Daniela Ladiana
- Subjects
Integrated Quality ,Inclusion ,Urban Resilience ,Technological Design ,Aesthetics of cities. City planning and beautifying ,NA9000-9428 ,Architectural drawing and design ,NA2695-2793 - Abstract
This essay looks at urban regeneration beginning from the notion of the exclusive qualities of the contemporary city: selective, closed, introspective, and inaccessible. Focusing on the tactical/metadesign phase of the urban regeneration process and referring to the paradigms of resilience and bio-psycho-social inclusion, the paper proposes a technological design vision to recompose the qualities of the ‘common good’ known as the city into an inclusive, open, communicative and accessible reality. Operating through technological-environmental interfaces and need-based/ enabling macro-requirements, the paper considers the urban system as an inhabitable organism characterised by differences, tensions and balances between the apparatuses of the city, within a matrix of widespread quality.
- Published
- 2015
- Full Text
- View/download PDF
24. Realization of the 'Care in Education' Concept in Relations with Children and Teaching Staff During the Implementation of the 'Writing for Inclusion' Project
- Author
-
Iryna Kohut and Rossella Certini
- Subjects
Education ,Care ,Inclusion ,Erasmus Project ,Storytelling-School ,Education (General) ,L7-991 ,Theory and practice of education ,LB5-3640 - Abstract
The paper presents the state of the art of the European Erasmus Project KA2 – WIN: Writing For Inclusion – dedicated to school inclusion and the use of alternative teaching methodologies such as Digital Storytelling. Starting from a survey on the theme of educational care from a theoretical and pedagogical point of view, the article focuses - in the central parts - on the activities carried out with the students and teachers at the European primary schools involved. The article highlighted the social, as well as educational and cultural implications of the research work carried out by the educational and university institutions involved, with a broad theoretical-methodological reflection which will close, in the coming months, with the assessment of the project itself.
- Published
- 2022
- Full Text
- View/download PDF
25. Educazione e cura dell'infanzia in prospettiva inclusiva, ecologica e sistemica.
- Author
-
Brandolini, Regina
- Subjects
THEORY of knowledge ,FAMILIES - Abstract
Copyright of Rivista Italiana di Educazione Familiare is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
26. Sostenere pratiche inclusive nei momenti di passaggio: gli esiti di un’analisi sistematica della letteratura sulla continuità educativa 0-6 condotta in ambito europeo.
- Author
-
Arianna Lazzari, Chiara Dalledonne Vandini, and Lucia Balduzzi
- Subjects
Systematic Literature Review ,Transitions ,Early Childhood Education and Primary School ,Inclusion ,Education ,Education (General) ,L7-991 ,Theory and practice of education ,LB5-3640 - Abstract
The article illustrates the findings of a systematic literature review carried out within the Erasmus+ project START (Sustaining Warm and Inclusive Transitions across the Early Years) focusing on transitions from early childhood education and care to primary school. To date, most literature reviews conducted on this topic examined the findings derived from studies published in English and conducted in Anglosaxon countries, thus overlooking the findings of research carried out in EU Member States and published more frequently in original languages. The systematic literature review presented in this paper attempts to address such gap by analysing the findings of studies conducted in the context of EU Member States, which offer a particularly relevant and rich contribution in relation to children’s, families’ and professionals’ experiences and perspectives during transitions. By shedding light on the findings derived from such publication sources, this literature review offers valuable insights in terms of investigating the multiple understandings and approaches underlying transition practices across a variety of policy contexts, educational systems and pedagogical traditions typical of EU Member States.
- Published
- 2022
- Full Text
- View/download PDF
27. Rethinking the didactic-educational space: suggestions for promoting school inclusion
- Author
-
Michela Galdieri and Diana Carmela Di Gennaro
- Subjects
spazio ,accessibilità ,inclusione ,bisogni comunicativi complessi ,Comunicazione Aumentativa Alternativa ,space ,accessibility ,inclusion ,complex communication needs ,Aternative Augmentative Communication ,Education - Abstract
The central role played by space within the educational field, considered as a prerequisite for action, redefines the didactic experience through the meanings of design and organization, implying a systemic relationship between teacher, learner and contexts. The aim of this paper is to reflect upon the meanings of space, spatiality, accessibility and the opportunity to prepare educational and didactic places in which the inclusion of each and every one can be promoted, including pupils with complex communication needs. Indeed, for those pupils the absence of language, a partial or not very functional use of language can represent a limitation to well-being, an obstacle to activity and an impediment to participation to school context. Ripensare lo spazio didattico-educativo: suggestioni per promuovere l’inclusione scolastica. Il ruolo centrale dello spazio in ambito educativo, inteso come presupposto dell’azione, riconfigura l’esperienza didattica nei significati di progettazione e di organizzazione, implicando una relazione sistemica tra docente, discente e ambiente. L’obiettivo di questo lavoro è di riflettere sui significati di spazio, spazialità, accessibilità e sull’opportunità di predisporre luoghi dell’educazione e della didattica nei quali favorire l’inclusione di tutti e di ciascuno, ivi compresi, gli alunni con bisogni comunicativi complessi (BCC) nei quali l’assenza del linguaggio, un uso parziale o poco funzionale può costituire una limitazione al benessere, un ostacolo all’attività e un impedimento alla partecipazione nel contesto scolastico.
- Published
- 2022
- Full Text
- View/download PDF
28. Representation of disability within the school textbook: primary school teachers’ attitudes
- Author
-
Fabio Filosofi, Angela Pasqualotto, and Paola Venuti
- Subjects
inclusion ,attitudes ,disability ,textbooks ,representation ,inclusione ,Education - Abstract
The school textbook is a cultural artefact capable of conveying a particular cultural and social imagery that clearly affects the attitudes of teachers and learners towards disability. This paper presents an exploratory-descriptive study that aims to investigate the attitudes of primary school teachers towards the representation of disability within the school textbook. Correlation between attitudes and teaching qualifications and experience were also sought. For this purpose, a questionnaire was constructed starting from macro-themes that emerged from semi-structured interviews during the previous qualitative phase. Findings have shown that teachers, while aware of the low educational value of the textbook and the scarcity of images and texts related to disability, have positive attitudes towards inclusive representation, use and design of materials related to special needs. Finally, teachers with the specialization for support activities were found to have more positive attitudes towards the representation and management of materials representing the reality of disability. Rappresentazione della disabilità nei libri di testo: gli atteggiamenti degli insegnanti della scuola primaria. Il libro di testo scolastico costituisce un artefatto culturale che veicola un particolare immaginario destinato ad influenzare le percezioni di insegnanti e alunni. L’articolo presenta uno studio esplorativo-descrittivo che mira ad investigare gli atteggiamenti dei docenti nei confronti della rappresentazione della disabilità all’interno dei libri di testo scolastici. A tale scopo è stato costruito un questionario ad hoc a partire dai macro-temi emersi dalle interviste semi-strutturate durante la precedente fase qualitativa. La ricerca mostra che gli insegnanti, pur consapevoli dello scarso valore educativo del libro di testo e della scarsità di immagini e testi relativi alla disabilità, hanno atteggiamenti positivi nei confronti della rappresentazione inclusiva e delle competenze personali nella gestione di materiali relativi alla realtà dei bisogni speciali. Gli insegnanti in possesso della specializzazione per le attività di sostegno, infine, tendono ad avere atteggiamenti più positivi nei confronti della rappresentazione della e dell’utilizzo di immagini e testi disabilità all’interno dei libri di testo rappresentanti la disabilità.
- Published
- 2022
- Full Text
- View/download PDF
29. Managing the eco-social transition: communities in action to build possible futures
- Author
-
Raffaella Riva, Grazia Aldovini, and Raul Dal Santo
- Subjects
Sustainability ,Participation ,Empowerment ,Inclusion ,Collective imagination ,Aesthetics of cities. City planning and beautifying ,NA9000-9428 ,Architectural drawing and design ,NA2695-2793 - Abstract
The pandemic, with its environmental and socio-economic crises, has highlighted the urgency of structural responses. Overcoming this polycrisis requires the reactivation of a community and identity dimension of places. Cultural institutions can play an important role in this process. This paper proposes a focus on the role of ecomuseums in the creation of resilient communities, able to renew themselves to respond to crises. The ecomuseum movement is strongly committed to the eco-social transition of communities and territories and offers good practices for the management of common goods, methods and tools for the recognition of local identities, joint decision-making, co-planning, the care of living cultural heritage, the integral development of the landscape and the monitoring of impacts.
- Published
- 2022
- Full Text
- View/download PDF
30. Writing For Inclusion: strategie educative e processi di inclusione del Progetto Erasmus WIN
- Author
-
Rossella Certini
- Subjects
Inclusion ,Educational Project ,School ,Intercultural Approach ,Educational Process ,Education ,Education (General) ,L7-991 ,Theory and practice of education ,LB5-3640 - Abstract
The paper presents the “state of the art” of the European Erasmus KA2 WIN project: Writing for Inclusion. After the introduction, dedicated to the themes of inclusion, from a pedagogical, anthropological and historical point of view, there are several in-depth studies dedicated to inclusive processes at school and in extra-school social contexts. Inclusion is not considered exclusively as the inclusion of disability in educational and work contexts, but it is considered as a transversal practice that we hope will become modus operandi in every daily experience, both individual and collective. This is a first article that presents the work already done within this Erasmus KA2 project and other future essays are expected to deepen and refine the topic.
- Published
- 2021
- Full Text
- View/download PDF
31. Monitoring and evaluating the specialization for support teachers in a perspective of improvement
- Author
-
Antonio Gariboldi, Maja Antonietti, Chiara Bertolini, Andrea Pintus, and Antonella Pugnaghi
- Subjects
disability ,inclusion ,teacher training ,specialization for support teacher ,evaluation ,disabilità ,Education - Abstract
The initial training for support teachers is an essential factor in promoting the quality of inclusive processes in schools of different types and levels. The Specialization Course for Support Teacher, established by the D.M. 30.09.2011, is a training course whose effectiveness must be systematically monitored and evaluated in order to progressively increase its quality. In this sense, the paper presents the evaluation system developed and tested in the fourth edition (2018-19) course, highlighting its usefulness for the purpose of redesigning and improving it. Monitorare e valutare la formazione degli insegnanti di sostegno in una prospettiva di miglioramento La formazione iniziale degli insegnanti specializzati per le attività di sostegno didattico agli alunni con disabilità rappresenta un fattore essenziale per promuovere la qualità dei processi inclusivi nelle scuole di differente ordine e grado. I Corsi di Specializzazione per il Sostegno istituiti dal D.M. 30.09.2011 costituiscono dunque un percorso formativo di cui è necessario monitorare e valutare sistematicamente l’efficacia per incrementarne progressivamente la qualità. In questo senso il contributo presenta l’impianto valutativo elaborato e sperimentato nella quarta edizione del corso del 2018-19, evidenziandone l’utilità al fine della riprogettazione e del miglioramento del percorso.
- Published
- 2021
- Full Text
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32. Individualized educational planning ICF based. Testing and monitoring of the IEP-ICF UniSalento model
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Stefania Pinnelli and Andrea Fiorucci
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Individualized Educational Planning (IEP) ,International Classification of Functioning, Disability and Health (ICF) disability ,inclusion ,school ,Piano Educativo Individualizzato (PEI) ,Classificazione Internazionale del Funzionamento, della Disabilità e della Salute (ICF) ,Education - Abstract
In light of the regulatory provisions provided by the Implementing Decrees of the Law 107/2015, starting from the cultural revolution that the ICF proposes, educational institutions are called upon to reconsider the individualized planning provided for the safeguard of pupils with disabilities. In order to guide the teachers in the dialogue with the biopsychosocial perspective, the working group of the Center on New Technologies for Disability and Inclusion (CNTHI) of the University of Salento has launched a research and training path on the ICF-based Individualized Educational Planning. The outcome of the research is the formalization and subsequent testing of a IEP -ICF model. The paper describes the development phases of the model and presents the results of the experimentation and monitoring process implemented in some school institutions in the reference area. Progettazione educativa individualizzata su base ICF. Sperimentazione e monitoraggio del modello PEI-ICF UniSalento Alla luce delle disposizioni normative previste dai Decreti attuativi della L. 107/2015, le istituzioni scolastiche sono chiamate a ripensare la progettazione individualizzata a tutela dell’alunno con disabilità a partire dalla rivoluzione culturale che l’ICF propone. Allo scopo di guidare i docenti nell’interlocuzione con la prospettiva bio-psico-sociale, il gruppo di lavoro del Centro sulle Nuove Tecnologie per la disabilità e l’Inclusione (CNTHI) dell’Università del Salento ha avviato un percorso di ricerca e di formazione sulla progettazione educativa individualizzata in chiave ICF, il cui esito è rappresentato dalla formalizzazione e dalla successiva sperimentazione di un modello PEI-ICF. Nel contributo sono descritte le fasi di elaborazione del modello e presentati i risultati del percorso di sperimentazione e di monitoraggio messo in atto in alcune istituzioni scolastiche del territorio.
- Published
- 2021
- Full Text
- View/download PDF
33. Assessment of motor skills in prospective support teachers for a barrier-free school
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Rosa Sgambelluri, Alessandra M. Straniero, and Antonella Valenti
- Subjects
body ,inclusion ,disability ,motor evaluation ,workshop didactics ,corpo ,Education - Abstract
Starting from an analysis of the perceptual dynamics and the representations that are activated in front of a body with disabilities, and from a necessary crisis of mental schemes that can produce stereotyping, categorization and labeling, the paper reflects on the ways of valorizing the motor skills in an inclusive sense of support teachers in training, traditionally excluded from the learning assessment, starting from the activity carried out during the laboratory of Methods and Didactics of Motor Activities organized within the Specialization Course for support activities of the University of Reggio Calabria Mediterranea in the academic year 2018-2019. Valutazione delle conoscenze motorie nei futuri insegnanti di sostegno per una scuola senza barriere A partire da un’analisi delle dinamiche percettive e delle rappresentazioni che si attivano dinanzi a un corpo con disabilità, e da una necessaria messa in crisi di schemi mentali che possono produrre sterotipizzazioni, categorizzazioni ed etichettature, il presente contributo riflette sulle modalità di valorizzazione delle conoscenze motorie in senso inclusivo degli insegnanti di sostegno in formazione, tradizionalmente escluse dal learning assessment, a partire dall’attività svolta durante il laboratorio di Metodi e Didattiche delle Attività Motorie organizzato nell’ambito del Corso di specializzazione per le attività di sostegno dell’Università degli Studi di Reggio Calabria Mediterranea nell’a.a. 2018-2019.
- Published
- 2020
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34. Patrimonio territoriale, comunità e territori fragili nel Global South
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Elena Tarsi
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territorial heritage ,man/environment ,Global South ,informal settlements ,inclusion ,Agriculture (General) ,S1-972 ,Architecture ,NA1-9428 - Abstract
The many experiences of territorial heritage enhancement developed in Italy show how recognising the close link between community and territory can be the basis for paths of sustainable local development. How to translate this practice legacy to render it useful in deeply different contexts, such as the Global South countries, where centuries of colonisation and exploitation of resources as well as of the population (like in Latin America) have permanently altered any balance between the man and the environment? The paper organises some reflections emerged from researches and projects developed by the writer inside the LabPSM – Laboratory City and territory in the countries of the Global South – of the University of Florence, within the broader framework of post-colonial studies. The main issue explored concerns projects and policies for the requalification of informal settlements, with regard to which a contribution is offered in terms of criticism and construction of meanings and methodologies.
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- 2019
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35. Migrazione, inclusione, sicurezza: un profilo di rischio per il nostro paese.
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TUSINI, STEFANIA
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TERRORISM ,ISLAMISTS ,ESSAYS ,COUNTRIES - Abstract
The essay aims to connect issues related to inclusion and security by examining the Italian case in which, in the face of poor inclusion policies, there is the absence of significant terrorist attacks. This peculiarity has raised several questions and will be discussed by looking at various factors that have probably protected the country and by evaluating the persistence of their effectiveness over time. In light of these considerations, the essay ends resuming the link between inclusion and security and outlining a risk profile for our country. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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36. Sant’Agabio Resiliente: inclusion and solidarity for the urban environment
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Paolo Carli, Luca Fabris, and Guido Granello
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environmental design ,transition towns ,safety ,inclusion ,Aesthetics of cities. City planning and beautifying ,NA9000-9428 ,Architectural drawing and design ,NA2695-2793 - Abstract
This paper presents the work of the Politecnico di Milano for the “Together It Can Be Done: Sant’Agabio Resiliente” project funded by the Cariplo foundation (2016). Inspired by the principles of the Transition Towns movement, the study intervenes in a multiethnic neighborhood of the Municipality of Novara with innovative actions that enhance the quality of urban environment. The original contribution of the project was the activation of the resilience of a community that is in the process of rehabilitation with goals of solidarity, inclusiveness, participation, and autonomy for the future. The strategies adopted have allowed the involvement of associations in activities relevant to environmental resilience and the facilitation of concrete actions able to generate empathy.
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- 2018
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37. Connecting Cultures, Strategies for the Best Use of Diversity
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Cristiana Cellucci and Michele Di Sivo
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social complexity ,inclusion ,rehabilitation ,co-responsibility ,Aesthetics of cities. City planning and beautifying ,NA9000-9428 ,Architectural drawing and design ,NA2695-2793 - Abstract
The essay proposes an alternative approach to the design and location of emergency housing for refugees. Beginning with past experiences that demonstrate how cultural diversity and cohabitation have served as an impulse for change and development in host countries, the paper reflects on choices of location that overcome the current solution of spatial segregation in favour of territorial distribution. This approach is applied to the case study of Tel Aviv through strategies that operate: at the level of the building by adopting envelopes that adapt to existing buildings, at the level of the dwelling through recognisable and customisable and at the level of the city through connections and reciprocal opportunities involving all actors.
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- 2017
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38. Eco-social innovation for efficient urban metabolisms
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Alessandro Sgobbo
- Subjects
social infrastructure ,participation ,cooperation ,inclusion ,Aesthetics of cities. City planning and beautifying ,NA9000-9428 ,Architectural drawing and design ,NA2695-2793 - Abstract
The paper reports the results of a research Project intended to promote socio-ecological effect in the urban renewal projects of deteriorated Mediterranean metropolitan suburbs. The thesis is that the direct participation of the citizens in the urban metabolism meets the contingent needs of inclusion and social cohesion typically involving the complexity of urban life today. It also overcomes the oppositions aimed to the defense of established status quo or due to irrational fears. We focus on process aspects. In fact, the roster of best practices for urban renewal shows an increased growth in product offering. The experimentation conducted allowed us to verify the thesis demonstrating the social efficiency of processes in which the collaborative component is not limited to a teamwork design but features continuous participation in the operation of the city.
- Published
- 2017
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39. Audio description and inclusive teaching. A study on listening comprehension and ability of empathy.
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Andrea Fiorucci
- Subjects
audio description ,accessibility ,visual impairment ,inclusion ,school ,audio descrizione ,Education - Abstract
The paper presents quantitative and qualitative research aims to evaluate the didactic functionality, listening comprehension in film narrative and promoting inclusion, of audio description: is a support service whose main goal is to reduce the visual deficit by making accessible any audiovisual content with appropriate substitute information. In primary classes, according to three different phases and modes of reception, it has been proposed audiovisual Kirikou and the Sorceress: animation feature film written and directed in 1998 by Michel Ocelot and audio described by the CNTHI, University of Salento in 2012 (Fiorucci, 2012; Pinnelli, 2012). Data analysis shows that the different modes of audiovisual enjoyment have allowed the classroom setting to live an unusual learning experience aimed at promoting, through the empathy and multisensoriality, inclusion at school. Audio descrizione e didattica inclusiva. Una ricerca sulla comprensione da ascolto e la capacità di immedesimazione. Il contributo presenta una ricerca quali-quantitativa finalizzata a valutare la funzionalità didattica, comprensione da ascolto del linguaggio narrativo-filmico e promozione dell’inclusione, dell’audio descrizione: un servizio di supporto il cui obiettivo principale è ridurre il deficit visivo, rendendo accessibile qualsiasi contenuto audiovisivo con appropriate descrizioni sostitutive. In nove classi primarie, secondo tre diverse fasi e modalità di fruizione, è stato proposto l’audiovisivo Kirikù e la strega Karabà: lungometraggio per bambini scritto e diretto nel 1998 da Michel Ocelot e audio descritto dal gruppo di ricerca del CNTHI dell’Università del Salento nel 2012 (Fiorucci, 2012; Pinnelli, 2012). L’analisi dei dati conferma che le diverse modalità di fruizione dell’audiovisivo hanno permesso al contesto classe di vivere una insolita esperienza di apprendimento orientata a promuovere, attraverso l’immedesimazione e la multisensorialità, l’inclusione a scuola.
- Published
- 2017
- Full Text
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40. Specialization for support teachers. Assessing the educational innovation in a perspective of quality
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Antonio Calvani, Laura Menichetti, Marta Pellegrini, and Tamara Zappaterra
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specialization for support teacher ,quality ,teacher training ,disability ,inclusion ,specializzazione per il sostegno ,Education - Abstract
The Ministry of Education in Italy has launched several initiatives to foster inclusive school system; the Specialization Course for Support Teacher (D.M. 30.09.2011) attests the institutional willingness to make this educational area an organic and unavoidable component of future teachers professionalism. In this paper we analyze the approach and outcomes of the first two cycles of the Specialization Course for Support Teacher held at the University of Florence in the years 2013-2014 and 2014-2015: they represented a test case to evaluate possibilities and problems in implementing an institutional innovation in a complex area as inclusion. We intend to provide indications for the construction of a model of quality and show how the Course will be exposed to a circular process of improvement to influence the third edition in 2017. La formazione per il sostegno. Valutare l’innovazione didattica in un’ottica di qualità Il MIUR ha avviato diverse iniziative per favorire un sistema scolastico inclusivo; il Corso di Specializzazione per il Sostegno (D.M. 30.09.2011) attesta la volontà istituzionale di rendere questo ambito della formazione una componente organica e imprescindibile della professionalità dei futuri insegnanti. Nel presente contributo si analizzano l’impostazione e gli esiti dei primi due cicli del Corso di Specializzazione per il sostegno tenutisi presso l’Università di Firenze, negli anni 2013-2014 e 2014-2015: essi hanno rappresentato un banco di prova per valutare possibilità e criticità nell’attuare una innovazione istituzionale in un ambito complesso come quello dell’inclusione. Intendiamo quindi avanzare indicazioni per la costruzione di un modello di qualità e mostrare come il Corso possa essere sottoposto ad un processo circolare di miglioramento in grado di interessare anche la terza edizione del 2017.
- Published
- 2017
- Full Text
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41. Digital and inclusive environment
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Enrico Emili and Cristina Gaggioli
- Subjects
digital classroom ,inclusion ,SEN ,Learning Disabilities ,classi digitali ,inclusione ,Education - Abstract
The paper presents, regarding to the actual legislation on the special educational needs (SEN), a search conducted by the University of Perugia, inserted in a pilot project that has involved ten schools in Umbria and Lazio. The work describes the instructional aspects associated to the introduction of the new technologies in classroom and helps us to understand as they influence the processes learning and reinforce those of inclusion. Ambienti digitali inclusivi Il contributo presenta, alla luce della normativa attuale sui bisogni educativi speciali (BES), una ricerca condotta dall’Università degli Studi di Perugia, inserita in un progetto pilota che ha coinvolto dieci scuole in Umbria e Lazio. Il lavoro di ricerca descrive gli aspetti didattici legati all’introduzione delle nuove tecnologie in classe e ci aiuta a comprendere come queste condizionano i processi di apprendimento degli alunni e rafforzano quelli di inclusione.
- Published
- 2017
- Full Text
- View/download PDF
42. Inclusion in school. A study of pre- e in-service teachers’ perceptions
- Author
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Andrea Fiorucci
- Subjects
teachers’ perceptions ,inclusion ,disability ,school ,percezioni degli insegnanti ,inclusione ,Education - Abstract
Teachers’ perceptions and attitudes toward inclusion and disability play a central and predictive role for the fulfillment and management of inclusive didactic-educational practices. The paper presents an exploratory-descriptive study conducted between 2013 and 2015. It aims to examine the teachers’ perceptions about disability and inclusion. For this purpose, 16 focus groups were conducted. On the narrative corpus of the discussions, was carried out qualitative analysis aimed to identify the cultural repertoires that have most characterized the participants’ perceptions. The study shows that the teachers have a narrow perception about inclusion, too deeply rooted to support activities. However, it is perceived as a key: an inalienable right and a project of social justice that affects everyone. L’inclusione a scuola. Una ricerca sulle percezioni di un gruppo di insegnanti in formazione e in servizio Le percezioni e gli atteggiamenti degli insegnanti verso l’inclusione e la disabilità svolgono un ruolo centrale e predittivo per la messa in campo e la gestione di pratiche didattico-educative inclusive. L’articolo presenta uno studio descrittivo-esplorativo condotto tra il 2013 e il 2015 finalizzato a esaminare le percezioni dei docenti riguardanti la disabilità e l’inclusione. A questo scopo, sono stati condotti sedici focus group. Sul corpus narrativo delle discussioni è stata effettuata un’analisi qualitativa volta a identificare i repertori culturali che hanno maggiormente caratterizzato la percezione dei partecipanti. La ricerca mostra che gli insegnanti hanno una percezione riduttiva dell’inclusione, troppo radicata al deficit e alle attività di sostegno. Tuttavia, essa è percepita come fondamentale: un diritto inalienabile e un progetto di giustizia sociale che interessa tutti.
- Published
- 2016
- Full Text
- View/download PDF
43. Tools to assess inclusion: an Italian review
- Author
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Giorgia Ruzzante
- Subjects
evaluation ,inclusion ,school ,valutazione ,inclusione ,Education - Abstract
This paper focuses on the main tools used in Italy to evaluate the quality of school inclusion, stressing the importance of evaluation for enhances schools’ inclusive processes. The analysis performed compares the different tools, tracing a historical examination, and finally proposing an analysis board of them. Strumenti per valutare l’inclusione: una rassegna italiana Nel presente contributo si presenteranno alcuni dei principali strumenti utilizzati in Italia per valutare la qualità dell’inclusione scolastica al fine di sottolineare l’importanza che assume per la realizzazione della scuola inclusiva. L’analisi compiuta pone a confronto i diversi strumenti, tracciandone una disamina storica, e infine propone una scheda di analisi comparativa degli stessi.
- Published
- 2016
- Full Text
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44. Chapter Resistenze e storie di rom e sinti per costruire insieme la memoria collettiva
- Author
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Rizzin, Eva
- Subjects
Roma and sinti history ,inclusion ,citizenship ,education ,public history ,thema EDItEUR::N History and Archaeology::NH History - Abstract
The contribution aims at discussing the word "Resistenza" in the framework of the life of the communities sinti and rom, between present and past decades. On one side the paper aims at highlighting the contribution rom and sinti gave to Resistance and ti-fascist movement, on the other side it shows sinti and rom's resistance against prejudices and stereotypes which determine their present. The riappropriation of their communitarian history as their national history can be considered as a powerful tool for building people's identity as citizens and it marks a path toward sharing and inclusion.
- Published
- 2022
- Full Text
- View/download PDF
45. 'First of all let’s see who you are': an educational adjustment experience in formative paths for teachers
- Author
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Natascia Curto
- Subjects
teaching ,education ,personalization ,inclusion ,insegnamento ,formazione ,Education - Abstract
Teacher training, over time, has taken many forms and purposes. If we take a look to the teachers serving in secondary school, we are faced with many educational backgrounds and different paths that lead professionals to teaching qualification. This paper describes the experience of three courses of Special Education at the University of Turin (Italy) carried out between 2014 and 2016. Two of these courses were held as part of “Percorsi Abilitanti Speciali (PAS)” and one in “Tirocini Formativi Attivi (TFA)”. In Special Education course for curricular teachers in PAS and TFA, an important purpose is constantly recalled by the educational path itself: the using of flexible learning strategies and personalized tools has shown to be an effective method encourage the testing of this type of teaching in future teachers. “Prima di tutto vediamo un po’ chi siete voi”: un’esperienza di modulazione didattica nei Tirocini Formativi Attivi e Percorsi Abilitanti Speciali La formazione degli insegnanti, nel tempo, ha assunto varie forme e finalità. Se guardiamo agli insegnanti in servizio nella scuola secondaria in questo momento storico, ci troviamo davanti ad un variegato panorama sia per quanto riguarda il background formativo che per le modalità di abilitazione all’insegnamento. Il presente lavoro descrive l’esperienza di tre corsi di Pedagogia Speciale tenuti presso l’Università di Torino tra il 2014 e il 2016. Due di questi corsi sono stati tenuti nell’ambito di Percorsi Abilitanti Speciali ed uno in quello dei Tirocini Formativi Attivi. Nei corsi di pedagogia speciale per insegnanti curricolari descritti nel presente lavoro la finalità formativa primaria sembra essere richiamata costantemente dal percorso stesso: prevedere dei percorsi didattici flessibili e degli strumenti adatti ad ognuno. Tale modalità di lavoro è risultata gradita ai discenti che si sono posti il proposito di sperimentare questo tipo di didattica quando saranno insegnanti.
- Published
- 2016
- Full Text
- View/download PDF
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