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Copyright of Journal of Health Care Education in Practice is the property of Padova 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.)

Copyright of Journal of Health Care Education in Practice is the property of Padova 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.)

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi 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.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl 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.)

This paper aims to introduce and analyze the results of the international project Connecting History of Education. International networks, scientific production and global dissemination (CHE) (Ref.: PID2019-105328GB-I00), with particular reference to the Mediterranean area and to one of its main topic: inclusion and attention to diversity. From an historical and educational perspective, this research theme has grown tremendously in the last 10-20 years, especially thanks to the work of scientific magazines. The history of special education has long been neglected in the past, but now it is a topical theme both for pedagogy and the history of education. This contribution also intends to explain the bibliometric approach of this project, in relation to the matter, and highlight some particular characteristics, for example, information about the authors, the idiom and the most examined period. [ABSTRACT FROM AUTHOR]

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.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl 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.)

Copyright of Philologist / Filolog: Journal of Language, Literary & Cultural Studies is the property of University of Banja Luka, Faculty of Philology / Univerzitet u Banjoj Luci, Filoloski Fakultet 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.)

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) 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.)

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) 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.)

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi 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.)

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]

Classroom deliberations in an inclusive environment is challenging yet rewarding. Teaching students with varied needs under the same roof provides the teachers with the opportunity to bring out their best and to help students to attain an optimum level of learning. The purpose set for this paper is to conduct a rigorous review of inclusive teaching-learning practices across countries to understand and present the best ways of conducting an inclusive classroom. To explore the stated objective the researchers opted for an extensive desk review method to review the available related literature in a systematic manner. As a result of conducting a systematic review analysis, certain themes have emerged under which plausible inclusive practices have been presented as a finding of the research. The study presented five categories of best teaching practices that emerged from the review. This paper presented a concise and accumulated version of the best practices and methods adopted by the practitioners in inclusive education across the world. Amalgamated findings present that using ICT, individualised learning and various classroom management techniques, collaboration and curriculum adaptations provide the best ways to promote inclusion.

Copyright of Education Sciences & Society is the property of FrancoAngeli srl 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.)

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.)

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.)

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]

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.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl 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.)

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.)

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.)

Copyright of Education Sciences & Society is the property of FrancoAngeli srl 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.)

The paper explores the effects of social disablement caused by imprisonment, analyzing how this institution can exacerbate existing disability conditions or create new ones. Through a review of sociological literature, it highlights how the prison context can significantly contribute to an additional level of disablement. Considering the incapacitating effects of imprisonment, it emerges that the prison system acts as a “producer” of social disablement, intensifying marginalization processes and increasing societal disparities. This process is fueled by prison overcrowding, loss of employment and housing, suspension of social assistance, and the breakdown of family ties, creating a vicious cycle that generates and reinforces social disablement. The article underscores the need for greater attention and research in the field of disability within the prison environment, considering the dynamic interaction between individual conditions and contextual factors that influence it. Furthermore, it calls for a critical reflection on the social function and practices of prison institutions, proposing a more inclusive approach that reconsiders penal structures and policies to mitigate the disabling effects of detention.

Many European language policy documents have long confirmed the importance of adopting a plurilingual and intercultural perspective in teaching, which could foster inclusion and promote an understanding of linguistic and cultural diversity. After comparing the European notion of plurilingual and intercultural education with the Italian one of democratic linguistic education, the paper discusses the most suitable teaching approaches for the enhancement of plurilingual repertoires in the Italian school, highlighting their points of contact and specificities. The goal is to show how plurilingualism can become an educational and cognitive resource for the benefit of the whole class, as well as an object for enhancing the individual and his/her language biography. The paper thus seeks to propose a possible Italian way of approaching to plurilingual education, capable of benefiting from the historical and sociolinguistic heritage of our country but in continuity with the educational language policies of the European Union. Being conceived in the broadest sense, plurilingualism thus becomes a ground for comparison and mutual (re)cognition in which all languages ​​and varieties of languages in the classroom acquire dignity and value.

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) 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.)

By examining the case of Jews of Libya flooding to Italy after 1967, the paper aims to analyze the remnants left by colonial citizenship regimes. By highlighting the tangle of collateral issues raised by the refugees' claims, the account of the path leading the leaders of the Libyan Jewish community's associations to put themselves in touch with the institutional framework and obtain the recognition of Italian nationality intends to contribute to historical studies of citizenship. In its development, the paper suggests a dual approach: on the one hand, it asserts the need to demythologize the historiographical debate on citizenship, emphasizing political elements affecting the inclusion of Libyan Jewish refugees in the national community, and, on the other hand, it connects the phases of this path to the redefinition of imperial legal cleavages realized by former colonial subjects. [ABSTRACT FROM AUTHOR]

The Chilean Government has been taking legal action since 2010 by the law of 20.422 that establishes the Norms about Equal Opportunities and Inclusion for Disabled Persons. Despite above mentioned anti-discriminatory legislation framework and progress, several factor hamper the inclusion at university. Democratisation of HE has helped to ensure a growing trend of increasing enrolment of students with disability in Chile, although it is still not significant enough in terms of potential numbers. Starting from this scenario, the paper aims to provide an overview of the principal steps carried out during the MUSE Project in Latin American in order to highlight the progresses and the challenges of a process in act which has the objective of improve access, ensure retention conditions and develop rich learning opportunities for HEIs' Disabled Students. [ABSTRACT FROM AUTHOR]

In this paper is shown a review of the Istat works about the themes of inclusion, exclusion and social inequalities. The main results of a survey carried out in 2013-2015, and the approaches followed are presented. This survey investigated the existing data sources and metadata about Roma populations. The need to establish a statistical working group on data relating to the Roma population is explained, as foreseen in the implementation of the Strategy. The activity of this working group aims to provide the guidelines for collecting and processing data concerning the Roma populations together with the institutions and public bodies involve, as well as to harmonize data and existing metadata and systematizatize data sources. Moreover, the Istat survey, which aims to analyze the existing data on housing transitions, is presented. The last goal is part of the agreement with Unar of March 1 2018, and is taking place in recent months. [ABSTRACT FROM AUTHOR]

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.)

This paper describes the interplay between orality and inclusive English as a Foreign Language Teaching (in the primary classroom), with reference to the Italian context. Inclusive teaching is here understood as a teacher’s ability to provide environments ensuring every pupil equal access to the English language. In the first part of the paper, a case is made for the need to implement the use of aural and oral communication in the EFL classroom, both in terms of letting children listen to the sounds of the new language (thus fostering comprehension skills) and enabling them to copy the teacher’s sounds and words, or even express what they might already know. The second part of the paper focusses on the learner, and in particular on immigrant children who are trying to master the local language (Italian), native children who might have different levels of access to the foreign language outside school, depending on their socio-economic status, and children with specific learning difficulty. Finally, the paper briefly discusses the implications, both for in-service teachers and for university student teachers, of the implementation (and increase) of classroom orality.

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.)

Taking into consideration the complexity of the new, heterogeneous, and different training needs currently present in the classrooms, the school is called to respond them in an effective and concrete way through inclusive educational approaches centered on the students, none excluded. On this basis, the authors, supporting the importance of technology in innovative teaching, propose the design and construction of an intelligent white stick through an inclusive cooperative methodology. The presented device, presented in the paper, is inspired by an open and collaborative teaching, enhancing a responsible digital education, accepting the training needs of all the students present in the classroom, specifically the blind student, and the recognition of the diversity in view of the reduction of disability. [ABSTRACT FROM AUTHOR]

This paper describes the results of an exploratory survey aimed to examine the experience and perceptions of a group of special needs teachers on the use of ICT in teaching to students with autism spectrum disorder. It is focused on the effectiveness of video modeling as a tool through which to learn (self-learning and imitation) specific skills in the field of personal autonomy. By sharing the thought of Rossi (2012): ‹‹digital technologies provide to schools an extraordinary opportunity to put on the agenda the issue of learning and, together with it, the professionalism of teachers››. The authors handed out a questionnaire to a group of special needs teachers of a Comprehensive School in Palermo with the purpose to investigate the perceived effectiveness experienced in the use of ICT for the achievement of different learning objectives. This work offers a detailed analysis of the investigated areas and the results from the survey, proposing a critical reflection on information technology in teaching. [ABSTRACT FROM AUTHOR]

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.

This paper refers to the «Interdisciplinary Research Project» of the Department of Education at Roma Tre University. The title of the project is «E-learning for higher education: setting up an integrated model for the qualification of learning and educational relationships in online courses» and represents a development of a previous research (Bocci, 2019a), which was aimed at outlining some dimensions and issues of inclusive online education. Taking as a background the different theoretical perspectives that study inclusion and inclusive processes (such as the Bio-Psycho-Social Model, the Social Model, the Capability Approach and the Universal Design) in the present paper the authors show the results of an exploratory survey aimed at verifying the validity of a new search tool − an analysis form developed starting from the work of Gráinne Conole (2013) on MOOCs − used to analyze the level of inclusion of some university online courses of the EduOpen platform. The aim of the work is to provide a self-analysis tool to better guide in an inclusive perspective those who design and deliver e-learning courses. The first results are encouraging and lead to further investment of resources in this direction.

The present paper aims to investigate the issue of interculturality and migrations in contemporary literature addressed to teenagers and young adults, with a specific focus on those modern bildungsromans that pay attention to single individuals and to the development of their identity between two countries. Literature is a relevant educational tool as – through the fascination provided by stories – it creates inclusion, identification, and knowledge. Moreover, it offers to young readers new meaningful life-experiences. The paper explores how literature for children represents the complexity of identities on the border in two different literary formats. The study focuses on novels, graphic novels, and their portrayal of evolving identities, considering books where the young protagonists are usually on the line between two cultures and looking for themselves. The paper develops a brief analysis of some of the most significant works on contemporary Italian publishing industry, highlighting the literary potential from an inclusive perspective.

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.)

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.)

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.)

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.)

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.)

This paper analyzes two dystopias belonging to different worlds and eras: one from the 20th century, We, by Russian writer E. Zamjatin and the other from the 21st century, Notre vie dans les forêts, by the French M. Darrieussecq. This literary journey of a century allows us to focus on themes dear to the dystopian genre but especially related to the lives of today’s readers, in the spirit of engaged literature. In particular, readers will be prompted to reflect, with the help of some critical insights, primarily on the disasters of the Anthropocene and on the depersonalization experienced by humans in a world that changes too quickly and in which the boundaries between human and nonhuman seem to have been obliterated. Starting from this last element, the article considers a new model of inclusion of the different, the posthuman, through the studies of Rosi Braidotti and Donna Haraway.

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.)

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.)

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.)

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.)

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.

Copyright of Education Sciences & Society is the property of FrancoAngeli srl 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.)

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.)

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.)