Improving the Training of Support Teachers in Italy: The Results of a Research on Attitudes Aimed at Students with Intellectual Disabilities

Gaggioli, Cristina; Sannipoli, Moira

doi:10.2139/ssrn.3838794

Cited by 3 publications

(2 citation statements)

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“…Zanazzi (2018) defines the model of Italian schools' inclusion as radical as it supports the inclusion of students with disabilities in mainstream classes and strongly advocates for their attendance in the classroom together with their classmates, prioritizing the socialization process (Ianes et al, 2020). The role of the support teacher was legally created The need for a change in approach Despite Italian schools having a long tradition of inclusive practices, the role of support teacher and the related training are characterized by continuous redefinitions (Tammaro et al, 2017;Gaggioli and Sannipoli, 2021), mainly due to the organizational culture and weaknesses identified in digital skills (Valverde-Berrocoso et al, 2021). Not only main and support teachers but also students with disabilities have experienced considerable difficulties in relation to education according to the current times and the systems imposed by the use of digital technology (Averett, 2021).…”

Section: Introduction the Philosophy Of Inclusion In Italymentioning

confidence: 99%

Body in the forefront, again? Distance learning drawbacks and implications for policy

Jacomuzzi,

Milani Marin

2024

Front. Educ.

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The COVID-19 pandemic launched a challenge on the education system and required schools to make organizational changes in order to continue serving the local community. Essential to this process are support teachers who play a key role as agents of change. Despite their role, the perspectives, desires, and needs of these teachers have since been neglected, despite their centrality in contemporary Italy. Accordingly, the specific aim of this study revolves around supporting teachers’ experiences with digital technologies (i.e., learning applications, telecommunication media, and interactive devices) within a pandemic context, especially technologies used to maintain the educational bond with students with disabilities. Attuned to an interpretative paradigm, this qualitative research has an ethnographic design, which was implemented in a secondary school in a Northern Italian city. Throughout the article, we discuss the three main drawbacks found in fieldwork: (i) the prevailing change in bureaucratic management; (ii) the pervading mind–body binarism in teaching; and (iii) a long-term vision for inclusion being subject to a passive logic of adaptation. Finally, we reflect on some emerging implications. The first points to a necessary move from a rationalistic school management to an alternative model focused more on guaranteeing social justice among educational stakeholders. The second is that the very introduction of a new technology should be aimed at engaging actors whose work has been invisible to date in a school setting to empower them as key agents for change. The third suggests that, to overcome community disaggregation and mind-body binarism, a teacher-researcher figure is needed, a figure with holistic skills in addition to those of a technical nature delivered by institutional training programs.

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Section: Introduction the Philosophy Of Inclusion In Italymentioning

confidence: 99%

Body in the forefront, again? Distance learning drawbacks and implications for policy

Jacomuzzi,

Milani Marin

2024

Front. Educ.

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“…Another branch of the current scholarly endeavour has been devoted to evaluating the STs professional development conceived as an individual's training (Gaspari, 2017;Gaggioli and Sannipoli, 2021). The problem here is that many challenges STs face as soon as they enter the school community and get immersed in the full set of its inner interactions, are neglected.…”

Section: Introductionmentioning

confidence: 99%

Interactions and social identity of support teachers: An ethnographic study of the marginalisation in the inclusive school

Marin

Jacomuzzi²

2022

Front. Educ.

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Educational personnel are seen as agents of change toward inclusive schools. This research aims to examine the daily-based interactions through which inclusion is experienced by support teachers and how their social identity is constructed within a secondary school in a northern Italy province. The theoretical basis of this research is formed by the conceptual contributions of social identity approach and symbolic interactionism to understand self-categorization and identification processes, through the narratives of actors. An ethnographic design was implemented, with 4-month participant observation and 20 semi-structured interviews of long duration as the main data collection techniques. Fieldnotes and interviews transcriptions were inductively analyzed through a thematic approach to grounded theorising. Results show a school community in which there is a strong hierarchical relationship among main and support teachers, where support teachers experience strong feelings of inferiority and marginalisation, since they have entered school. These school interactions are also shaped by the school culture and management. However, support teachers have a potential avant-garde role as agents of change in the inclusion process. Future research should target this aspect to investigate best inclusive practices.

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Consumer’s acceptance of retail service robots: mediating role of pleasure and arousal

Alam,

Abdullah,

Kokash

et al. 2024

Journal of Decision Systems

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Improving the Training of Support Teachers in Italy: The Results of a Research on Attitudes Aimed at Students with Intellectual Disabilities

Cited by 3 publications

References 0 publications

Body in the forefront, again? Distance learning drawbacks and implications for policy

Body in the forefront, again? Distance learning drawbacks and implications for policy

Interactions and social identity of support teachers: An ethnographic study of the marginalisation in the inclusive school

Consumer’s acceptance of retail service robots: mediating role of pleasure and arousal

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