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Total Physical Response (TPR) is a language teaching method that integrates action and speech, emphasizing the importance of motor response for effective learning. Based primarily on reception, TPR follows the language acquisition model and focuses on motor functions without the pressure of producing immediate linguistic results. TPR can be used for vocabulary acquisition, routines, and effective communication. It is flexible and adaptable to different learning styles. TPR also increases student engagement and motivation. In conclusion, the implementation of TPR can make language learning more natural and inclusive, reducing stress and respecting students' individual pace. [ABSTRACT FROM AUTHOR]

This paper describes a theoretical reflection on the use of gamification, game-based learning, serious games and simulations and illustrates an experimental experience carried out by the University of Sassari. These tools develop skills and competencies, convey educational content, and promote learning, interest and involvement, especially from an inclusive perspective. They represent virtual learning environments in which the user acquires knowledge by exploring and finding solutions. Experience corroborates the theses that the use of games enables the refinement of perception, stimulation of attention and memory, through learning by doing, and allows for the facilitation, development, increase and maturation of disciplinary and cross-curricular skills. [ABSTRACT FROM AUTHOR]

The year 2025 will be an important year for the process of realising the European Education Area. Next year, in fact, the European Commission will have the opportunity to prepare a comprehensive report on the progress made during the first cycle (2021- 2025) of this “ambitious” project. This report will enable the Council to review the strategic framework for European cooperation in the field of education and training, including the targets, the governance structure and the working methods previously set, thus making any necessary adjustments for the second cycle (2026-2030). This essay intends to offer a contribution to the evaluation process of the first cycle. [ABSTRACT FROM AUTHOR]

Physical education, especially in the context of primary school, represents for the child the first and, in some cases, even the only structured setting in which to experiment with motor experiences that have semantic and logical connections with other learnings. It contributes significantly to promote the educational process through the perception of the bodily self, the learning of motor skills, the increase of opportunities to implement motor sequences. in which the child can be fully involved not only on the physical-motor level but also on the cognitive, emotional, and social level. In this context, the aim of this paper is to highlight how, through a conscious pedagogical action oriented towards the proposal of significant motor experiences and the acquisition of new skills, it is possible to promote an adequate didactic planning capable of attributing the right value to motor action. [ABSTRACT FROM AUTHOR]

The motor/sports approach offers the possibility of transferring knowledge using the body as a learning tool, allowing students to acquire skills in a practical and engaging way. The aim of this paper is to underline the importance of Universal Design for Learning (UDL) in school contexts as a tool to foster inclusion through the teaching of Physical Education. The UDL approach applied to the motor-sports context makes it possible to promote inclusion in training by designing interventions that take into account the different abilities and needs of students. The performance of different activities during the hour of Physical Education tends to encourage the active participation of students, favoring the development of motor skills and promoting a healthy and active lifestyle. [ABSTRACT FROM AUTHOR]

The article analyzes the theme of youth discomfort and the effectiveness of socio-educational interventions based on physical, motor, and sports activities. It argues that such interventions can help counteract youth discomfort by promoting the social inclusion of minors and their repositioning. However, the effectiveness of sports activities depends on various factors. By monitoring and comparing the "GrowINSport" and "ATTIVASPORT 2.0" projects in Bergamo, which offered motor and sports activities to vulnerable youth, fundamental key elements for project success have emerged, including, for example, a joint socio-educational training for coaches and educators. This study is the beginning of a broader research aiming to address the lack of longitudinal studies. [ABSTRACT FROM AUTHOR]

When we talk about inclusion, our thoughts fly to see the plurality of arborescences, that is: -people who can participate in life just as they are, with their heterogeneities and with the wonder of their characteristics; - the life project that involves a working method that involves the cultural paths of the world, which can be traveled with the help of a plurality of actors, services and regulatory devices; -the vector of vital worlds, what Jurgen Habermas calls lebenswelt. Motor education not only processes all that but this metamorphoses in life contexts, in man's passions and in the passing of time as a recreational activity and in the plural forms of negotiation and sharing, becoming the propulsion system of all in culture. [ABSTRACT FROM AUTHOR]

The encounter that the teaching body creates with "the infinite variety of human differences" and the erosion of the boundaries of the student body, embodies the growing need of the educational system to move from the delicate level of cultural and social disjunctions to that of the mandatory connections of the complexity to which the school system must respond. The present reflection, in a prudent rethinking of the epistemology of EF, traces the beating heart of every strategy destined to modify the consciousness and behavior of society in coherence with the bio-psycho-social reflections in the field inclusive, through motor practices far from prescriptive models of gesture execution but declined, within a holistic perspective, between the creative liveliness and expressive awareness of the student. [ABSTRACT FROM AUTHOR]

Motor education represents a valuable opportunity for the promotion of inclusive learning situations that, if responsibly conceived, involve the individual in all dimensions of being in meaningful movement experiences. The contribution places motor education in continuity with psychomotor awareness, within a multidimensional perspective that recognizes the holistic nature of the interaction between the psychosomatic unity of the individual and the environment. Through the promotion of a fruitful dialogue between the motor and inclusive fields, the aim is to identify theoretical approaches and operational strategies to promote, for each child, the greatest possible participation, identifying in motor education a space-time device that can really offer everyone the opportunity to become a person. [ABSTRACT FROM AUTHOR]

This essay explores the use of Body Percussion as a pedagogical tool in physical education, with a particular focus on ADHD (Attention Deficit Hyperactivity Disorder). Motor education is recognized as a fundamental component of the school curriculum, positively influencing the overall wellbeing of students. The Sincrony method of movement education contributes positively to this perspective. The International Charter of Physical Education by UNESCO emphasizes the right of every individual to physical education and promotes the adoption of approaches that enhance well-being in the educational context. Body Percussion, a practice that involves the body in producing rhythms and sounds, is examined in detail in this essay in connection with the Sincrony methodology from the field of motor sciences. It will be discussed how Body Percussion can improve coordination, attention, and brain plasticity, indirectly promoting physical fitness and offering a multisensory approach to physical education. Integrating this practice into the educational environment, especially for individuals suffering from ADHD has been confirmed by recent studies. Body Percussion emerges to make physical education more inclusive, promoting cognitive and emotional development, as well as the psycho-physical well-being of all students. [ABSTRACT FROM AUTHOR]

Education is a process of transmitting a system of knowledge, values, norms and models of behaviour, aimed at structuring the human personality and integrating the individual into society. The school is the main educational institution in which it is necessary to promote the educational development of, while respecting the needs and particularities of all. Studies, especially on disability, have led to the introduction of new approaches and terminology. Recognising the subjective variability that each person brings with them, in their genetic heritage and with which they manifest their uniqueness, leads educational agents to have to rethink and reorganise educational practices to accommodate and enhance the abilities and potential possessed by students. [ABSTRACT FROM AUTHOR]

The paper aims to analyse the opportunity to promote the scholastic inclusion of pupils, through physical education. In the first instance, the historical process that has seen the transition from the concept of school integration of pupils with disabilities to that of inclusion through the introduction of regulations suitable for protecting the educational needs of each one will be explored. The potential of physical education will be explored through the structuring of new ways of designing and managing educational practice as an exercise of active and inclusive citizenship. Attention will also be focused on the mind-body binomial, with a view to the potential of the Embodied Cognition paradigm, which can take on a formative and pedagogically significant value, both by soliciting all those components of an expressive-communicative nature that support the union between body, mind, emotion, cognition and environment, and to further qualify inclusive processes in the context of ordinary teaching. [ABSTRACT FROM AUTHOR]

In the transition from kindergarten to primary school, children are confronted for the first time with new learning, such as reading, writing and arithmetic. In order for this to happen in the best possible way, it is important that the child possesses a series of prerequisites that involve not only the linguistic sphere, but also the motor sphere. In the first years of life, children explore and learn about the world around them through their bodies and movements. Through motor experiences, the child develops not only his physical skills, but also cognitive skills. Promoting the acquisition of didactic and educational skills through physical activity, becomes essential to be able to exert concrete help especially towards those children who have school difficulties or special educational needs. This paper aims to recognize the value of kindergarten in relation to the learning processes of basic skills of reading, writing, arithmetic, socialization, and cooperation. In particular, the purpose is to demonstrate the positive influence of physical activity on school prerequisites. [ABSTRACT FROM AUTHOR]

The article addresses the issue of employing music from all over the world in teaching, starting from the potential assumed by the tools and methods of present-day ethnomusicology within the school context. With the aim of conveying the contents of a didactic planning in a transcultural perspective, an example of a school laboratory is proposed, based on the analysis and performance of the South African song Siyahamba, in order to foster intercultural dialogue and the consolidation of respect for civil rights and a sense of citizenship. [ABSTRACT FROM AUTHOR]

Questo contributo si propone di indagare l’efficacia di una piattaforma digitale online, Padlet, per promuovere discussioni matematiche in classe. La sperimentazione qui descritta ha coinvolto due classi quinte di due licei scientifici e le rispettive insegnanti. La discussione, sviluppatasi attorno alle varie strategie risolutive di uno stesso problema, si è svolta in quattro fasi: inizialmente su Padlet della classe, poi commentando Padlet dell’altra classe, a seguito una discussione orchestrata dalle insegnanti nelle rispettive classi, e infine un incontro online tra le due classi a conclusione dell’attività. I risultati mostrano che questo approccio alla discussione matematica costituisce un’opportunità per unire conoscenze matematiche e dinamiche sociali nelle attività di classe, superando alcuni ostacoli specifici della discussione matematica. [ABSTRACT FROM AUTHOR]

This study stems from the need to reflect on the theme of social inclusion, in particular as regards the pedagogical value in the relationship between prison and the territory in the Florence area. In fact, there are many connections between the world of schools, universities, social cooperatives, cultural and voluntary associations, theater companies and the prison of Sollicciano (FI). "Whoever opens the door of a school closes a prison" said Victor Hugo. So we talk about rehabilitation, and of course education. The essay will take into consideration the interventions of various experts who work in prison, the pedagogical literature that deals with this theme and some writings by a fourth grade high school student and ex prisoners. But what if we start putting these realities into dialogue? [ABSTRACT FROM AUTHOR]

The article addresses the topic of teacher professionalism, considering the cultural challenges posed by digitalization, educational guidance, and inclusion. The Decree of the Prime Minister (DPCM) dated September 25th, 2023, establishes the initial teacher education (ITE) pathways for post-primary teachers and the definitive profile of a qualified teacher. The article presents a framework for teacher professional learning and development in line with the ITE programs. [ABSTRACT FROM AUTHOR]

Ulisse Adorni (1942-1991) was an elementary school teacher, journalist, writer of children's stories and innovative textbooks. Committed intellectual in the ranks of the Italian Democrazia Cristiana party, he was one of the first councilors for the youth. Deeply Catholic and a conciliator with multiple influences, such as those stated by Father L. Milani, C. Freinet, M. Lodi and J. Maritain, Adorni fought alongside the Educational Cooperation Movement and F. Basaglia. Unpublished biographical aspects of Adorni are reconstructed through the analysis of archival material and interviews. The article also highlights areas in which Adorni was ahead of his time, such as inclusive and participatory schooling, media education and youth policies aimed at building a national cooperative network. [ABSTRACT FROM AUTHOR]

The contribution aims to offer insights into the complexity of inclusive education and the need to train specialized teachers competent to understand and interpret the multidimensionality of today's educational contexts. With this in mind, the results of an exploratory research on the possible intersections between Artificial Intelligence and didactics, conducted among a group of TFA support students at the University of Tuscia, are presented. Specifically, the conversational texts produced by the sample of future specialized teachers who questioned the Chatbots on the multidimensionality and implementation of inclusive design are analyzed. Significant indications emerge to support training practices with conversational AI, with a view to future fertile research. [ABSTRACT FROM AUTHOR]

In this meeting with readers of the column we offer an in-depth look at a particular topic that lies in an interesting area of inter-section between special pedagogy and prove-able data from statistical and administrative archives. The U.N. Convention on the Rights of Persons with Disabilities devotes a specific article to the topic of data of persons with disabilities, emphasizing how they are crucial to monitor. Different studies and research have pointed out that data are lacking and overall insufficient in quantitative and qualitative terms for timely monitoring of forms of inclusion and exclusion. Precisely taking note of this situation, the University of Bergamo has promoted a research project titled More than just numbers: disability data matter of which a brief overview is presented along with a lunge on the data collection methods implemented by schools and their effective usability. [ABSTRACT FROM AUTHOR]

The paper illustrates the first results of the monitoring of the Rethinking College Program, a training course of the University of Padua that, starting from the literature on inclusive higher education, offers a relational and learning opportunity to young people with disabilities or autism spectrum disorder who leave secondary school with the attendance certificate. The results highlight the overall satisfaction of teachers, peer mentors and students: among the strengths are the positive relationships between peer mentor and student, and between the latter and the teacher. While the main critical aspect is the lack of relationships between classmates. A priority will be to activate training and supervision spaces to support peer mentors in their role as mediators of classmate relationships. [ABSTRACT FROM AUTHOR]

The increasing number of students with disabilities and SLDs in Italian universities should be treated from the dual perspective of the protection of the right to education and accessibility. Within the framework of inclusive policies and practices, this contribution deals with the Tutoring Service for students with disabilities and SLDs. The University of Roma Tre and, first and foremost, the Department of Educational Sciences have over time built a system of inclusion in which the role of peer tutors is enhanced. An investigation into tutoring activities is presented here, from which strengths, critical points and new perspectives for improving the accessibility of Higher Education courses for students with disabilities and SLDs emerge. [ABSTRACT FROM AUTHOR]

In recent years, with the approval of Law No. 170/2010, the number of university students with Specific Learning Disorders (SLD) in Italy has considerably increased. Despite this, the percentage of such students in the university population (around 1%) is still significantly lower than expected, especially when compared to the percentage of pupils with SLD in schools of all types and grades (around 5%). On the basis of these considerations, a qualitative survey was conducted at the University of Calabria according to the Student Voice approach to identify the barriers and facilitators encountered by students with SLD in the academic context. [ABSTRACT FROM AUTHOR]

Giftedness, high sensitivity and twice exceptionality, under increasing attention in research, are personality traits that needs to be understood in their peculiarities, to promote effective and meaningful learning. Special pedagogy plays a key role in the inclusive process, paying attention to the educational needs of all students and promoting their full participation in the educational process, in a context of recognition and valorization of diversity. This work illustrates the constructs of Giftedness, twice exceptionality, excellence and high sensitivity, through the main reference models and the pedagogical-didactic configurations that support the learning processes. [ABSTRACT FROM AUTHOR]