Des bonnes pratiques d'intégration à la documentation de la pédagogie « spéciale »

Canevaro, Andrea; Ianes, Dario

doi:10.3917/nras.062.0187

Cited by 4 publications

(4 citation statements)

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“…Altra variabile, non trascurabile, riguarda l'uso di alcuni termini relativi alla disabilità, riconducibili a visioni classificatorie legate soprattutto al linguaggio clinico (Morvan, 1988) e che risultano ancora diffusi in ambito scolastico. La comprensione di tali aspetti risulta dunque imprescindibile se intendiamo rimuovere ostacoli culturali e relazionali che tendono a relegare la disabilità all'interno di categorie stereotipate e marginalizzanti (Canevaro, 1999), che sappiamo essere l'humus più fertile per la formazione dei pregiudizi (Mazzara, 1997). Variabili che possono, quindi, minacciare la prospettiva di inclusione ed equità a cui vogliamo tendere e che l'insegnante specializzato dovrebbe assumere durante la formazione e garantire una volta in servizio.…”

Section: Lenti Teoriche DI Riferimento Alla Ricerca: La Scuola Come M...unclassified

Il profilo dell’insegnante specializzato. Quali variabili nei saperi e nelle prassi di inclusione ed equità?

Pileri¹

2023

rief

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School inclusion in Italy, since its beginnings, opens up the complex issue, not without controversy, of teacher for educational support, defined as specialised if in possession of specific training. It is a profession that, even today, is compromised by representations, opinions, perceptions, and dichotomous postures among curricular and specialised teachers, by cultural resistance and by critical nodes in the co-construction of alliances with families and the territory and among teachers. Aspects that inevitably affect the knowledge and practices of inclusion and equity, the integrated management of the class group and, not secondarily, the involvement of families in their children’s life project. These peculiar elements will be discussed by analysing some of the results of a research-training project involving specialised teachers during their university training and after taking up their posts at school.

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Section: Lenti Teoriche DI Riferimento Alla Ricerca: La Scuola Come M...unclassified

Il profilo dell’insegnante specializzato. Quali variabili nei saperi e nelle prassi di inclusione ed equità?

Pileri¹

2023

rief

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“…L'impatto della violenza come quella generata dalla guerra, che corrisponde alla distruzione dei sistemi politici, culturali, sociali, sanitari ed educativi, ha effetti dirompenti sui bambini e gli adolescenti, che aumentano in modo esponenziale senza protezioni internazionali, non solo da un punto di vista psico-fisico ma anche, sociale ed educativo. La violenza subita rischia di modificare, in modo severo, il processo di ripresa evolutiva (la resilienza) dei bambini e degli adolescenti che sopravvivono a violenze estreme (Canevaro, 2006;Canevaro & Malaguti, 2003;Malaguti, 2005;. La sindrome che definisce le conseguenze di un evento traumatico è chiamata disturbo da stress post traumatico (PTSD) (APA, 2013).…”

Section: Dalla Parte Dei Bambini E Delle Bambine: Educarsi Alla Conos...unclassified

Children surviving war and Peace Education: goals for sustainable development

Malaguti

2023

Form@re

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On the basis of the Universal Declaration of Human Rights (UDHR, 1948), the Convention on the Rights of Children and Adolescence (UN General Assembly, 1989), the Charter fundamental rights of the European Union (EU, 2000) and the Agenda 2030 Goals, the aim of this paper is to describes the topic of peace and war, through an inclusive education approach. The goal is to support, also in Italy, the growth process of minors who experience war’s conditions. The fight against violence and war, the promotion of education for peace are a specific need and work that must be undertaken with renewed strength and commitment in schools and in informal educational contexts. Bambini che sopravvivono alla guerra ed educazione alla pace: obiettivi per uno sviluppo sostenibile. Il presente contributo discute i temi della pace e della guerra nel quadro di un possibile approccio educativo volto ad accompagnare il processo di crescita di minori che sperimentano condizioni di guerra. Anche in luce della Dichiarazione Universale dei Diritti Umani (UDHR, 1948), della Convenzione sui Diritti dell’Infanzia e dell’Adolescenza (UN, 1989), richiamando i principi della Carta dei diritti fondamentali dell’Unione Europea (EU, 2000), volendo perseguire gli obiettivi dello sviluppo sostenibile, come promosso dall’Agenda 2030, il contrasto alla violenza, alla guerra e la sua prevenzione, la promozione di percorsi di pace sono un preciso dovere e impegno anche di chi assume compiti in campo educativo.

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“…School pull-outs, micro-exclusions and other forms of isolation of students with IDs remain higher compared to their classmates. These phenomena, often silent in nature, could be due, at least partially, to prejudice that views the nature of "special" needs as more biomedical (including motor abilities) than psychosocial (Canevaro et al, 2011;Ianes et al, 2011;Ianes et al, 2013;Marcone et al, 2016). In fact, the legislative changes alone do not ensure that the policy is favorably accepted by those on the frontline of its implementation, namely, the teachers.…”

Section: Introductionmentioning

confidence: 99%

Covert-overt prejudices towards the intellectual disabilities at school: A study on teachers and non-teachers of southern Italy

Marcone

Caputo

2021

Curr Psychol

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Intellectual Disabilities (ID) is a neurodevelopmental disorder with considerable individual variability in type and severity. Due to overt and covert prejudices around ID, however, society tends to generalize this condition. Also, in schools, teachers’ attitudes toward students with IDs often differ from those toward regular students. The purpose of this study is to examine the levels of overt and covert prejudices toward ID of curricular and support teachers and non-teachers, in a sample of Southern Italian citizens, by evaluating age, gender and socioeconomic differences, as well as the associations of prejudice with education about and contact with ID. Six hundred and sixty-four participants (484 F; 38% teachers), 18–70 years old (M = 38.72; SD = 14.79) participated in the study. The Modern and Classical Prejudices Scale was administered in paper and online forms. Sociodemographic measures, as well as measures around ID education and contact with people with ID were collected. The results show that teachers had higher levels of classical prejudices compared to non-teacher participants. Teachers of primary schools showed higher levels of classical and modern prejudices. No gender and socioeconomic status (SES) differences were found in the whole sample. The entry of children with Intellectual Disabilities into primary school can be strongly influenced by teachers’ prejudices. Therefore, the need for teachers’ information and training on Intellectual Disabilities is evident.

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Des bonnes pratiques d'intégration à la documentation de la pédagogie « spéciale »

Cited by 4 publications

References 0 publications

Il profilo dell’insegnante specializzato. Quali variabili nei saperi e nelle prassi di inclusione ed equità?

Il profilo dell’insegnante specializzato. Quali variabili nei saperi e nelle prassi di inclusione ed equità?

Children surviving war and Peace Education: goals for sustainable development

Covert-overt prejudices towards the intellectual disabilities at school: A study on teachers and non-teachers of southern Italy

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