Riassunto: La didattica a distanza -DaD, che ha visto un forte impulso dopo la chiusura delle scuole disposta il 4 Marzo 2020 fino alla fine dell'anno scolastico, ha riaperto il dibattito sul ruolo delle tecnologie nella scuola. Dati recenti mostrano che il successo o l'insuccesso della didattica a distanza dipende dall'intreccio di più fattori tra cui le competenze didattiche e tecnologiche dei docenti, le disponibilità di tecnologie ed ambienti, la composizione familiare e il ruolo della valutazione nei processi di insegnamento e apprendimento. Il presente contributo intende esplorare la risposta dei docenti di scuola primaria alle molteplici sfide sollevate dalla DaD nella fase pandemica attraverso la somministrazione online di un questionario rivolto agli insegnanti. Oltre alla descrizione e all'analisi dei risultati, il lavoro comprende una introduzione al contesto italiano e una riflessione di sintesi finale su quanto appreso da questa esperienza. Parole chiave: Didattica a distanza. Emergenza sanitaria. Scuola primaria.
The attitudes of teachers toward intellectual disability (ID) contribute to an effective school inclusion of students with ID, thereby enhancing their quality of life. The present study was aimed at investigating the attitude differences toward ID of mainstream and special-education teachers in Italy and the general and specific teachers’ characteristics most related to these attitudes. An online version of the Attitudes toward Intellectual Disability (ATTID) questionnaire was filled by 307 mainstream teachers and 237 special-education teachers. The findings show that special-education teachers held more positive attitudes. Specific ATTID dimensions were positively affected for both types of teachers by previous training in special education/ID, perceived support, and promotion of positive attitudes toward ID, in addition to the quality of relationships with individuals with ID, while they were positively affected for special-education teachers by perceived efficacy of ID knowledge. No or very limited effects were observed for previous experience in teaching students with typical development or ID (even with severe/profound ID). Fostering resources to provide teachers with high-quality training, support, and resources and strategies to promote positive attitudes toward ID seems a relevant approach leading to favorable attitudes, thereby improving the quality of life of students with ID.
This paper aims to bring research findings on the curricular teacher’s and curricular support teacher’s attitude toward students with intellectual disabilities. The results bring to imagine possible changes in the current training system that, deepening intellectual disability in discipline and laboratory terms, not necessarily and intentionally get a suitable space to evaluate and work on initial placements. The exercise of reflective competence, necessary to feed a mature self-awareness, is also essential to withstand the possible involutions experienced in school contexts, still far from the inclusive dimension.
This study is an overview of the technologies used by students with learning disorder (LD) and has the purpose of investigating how and the conditions on which digital technology can be an integral part of a motivating and barrierless learning environment also for students with special educational needs. Classrooms of the 21st century could be equipped with a teacher’s PC, student devices, e-board, Internet connection and a full suite of technological equipment, content, software and applications specially designed for education. The aim of this research was to observe whether the didactic work carried out in digital classrooms is beneficial to students with LD. By comparing data from the quantitative analysis and the observations carried out in the classroom, it is possible to affirm that the introduction of technologies in the classroom provides the benefits described by international works on this topic.
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