La qualité de l’éducation inclusive en Italie : le regard des enseignants en formation sur l’inclusion scolaire des élèves ayant des besoins éducatifs particuliers

Covelli, Alessio; Anna, Lucia de

doi:10.1016/j.alter.2020.04.002

Cited by 3 publications

(2 citation statements)

References 5 publications

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“…However, such settings can also lead to stereotype-reinforcement and status differences (Bigler and Liben, 2007). Without IMT, this intergroup saliency can actually reinforce discrimination and exclusion (Córdova and Cervantes, 2010;Covelli and de Anna, 2020). For example, special accommodations targeted at SEN can at times be seen as an unfair use of resources by mainstream students-especially those experiencing academic difficulty, their parents and even teachers.…”

Section: Inclusive Mainstream Teaching and Efficiency Of Special Acco...mentioning

confidence: 99%

Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives

Margas

2023

Front. Psychol.

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Education institutional guidelines around the world agree that building more inclusive schools is a priority. The reality of school practice, however, belies this institutional will. To help fill the gap, this theoretical review documents the value that the construct of classroom climate brings to research and practice in terms of inclusive school development. The article firstly points out that the current main challenge is to develop Inclusive Mainstream Teaching (IMT) in diverse classrooms. Indeed, IMT is needed in all classrooms to guarantee the effectiveness of special accomodating measures in schools that are targeted at special education needs students. Intervening at classroom level is both a pragmatic and powerful way of developing inclusive schooling. However, developing IMT in the classroom remains a challenge for both teachers and researchers. Thus this review documents the central role that classroom climate should play in the development of IMT. More precisely, the factors of classroom climate that are associated with inclusive outcomes are identified. We also highlight how these factors and the measurements associated with them are efficient tools to guide IMT development. These measures are proximal, sensitive, complementary, and pragmatic indicators of effective IMT. Such indicators are very useful in helping research empirically document effective IMT, ensure that any small improvement is assessed, monitor teachers’ progress, and assist their professional growth. Theoretically positioned as a mediator between inclusive teaching in mainstream classrooms and inclusive school outcomes, inclusive classroom climate is a tool that appears to be effective in supporting IMT development and, consequently, in the establishment of more inclusive schools.

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Section: Inclusive Mainstream Teaching and Efficiency Of Special Acco...mentioning

confidence: 99%

Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives

Margas

2023

Front. Psychol.

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“…Foreign scholars emphasize the importance of promoting the development and systematization of high-quality research and documentation collections on the best practices of inclusive education in schools (Covelli & Lucia, 2020) and the coverage of their achievements in scientometric databases.…”

Section: Introductionmentioning

confidence: 99%

The Role of the Library in the Formation of Inclusive Competence of Future Teachers: Relevance, Directions, Experience

Bilous

Brovchak

2021

ULNSD

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Objective. The article is aimed at reviewing the current state of inclusion implementation in Ukraine and the role of university libraries in these processes. Methods. The research was conducted by analyzing the world literature on educational practices of development and implementation of inclusion and experience of the library of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (VSPU) in creating inclusive library space. Results. The term "inclusive education" is explained and the factual basis of the importance of training highly qualified teachers in the conditions of inclusive education is expanded. The essence of inclusive teacher competence as a scientific category is analyzed. Emphasis is placed on the experience of the VSPU library in creating an inclusive library space. It is proved that the library, using various forms and methods of work, promotes the introduction of the latest educational standards, among which is the inclusive education. The main directions and aspects of the implementation of the inclusive project "Library without Borders" are highlighted. Conclusions. Ukrainian educational institutions take an active part in inclusive education practices. In these processes, the university library is an important link in providing inclusive education. The necessity of supplementing the further strategy of the library activity with the direction of formation of inclusive space and inclusive library is determined.

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A Model for Integrating Information and Communication Technologies into the Diagnostic Assessment Process: Towards a Universal Design of Learning

Machkour,

Lamalif,

Faris

et al. 2024

Lecture Notes in Networks and Systems

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La qualité de l’éducation inclusive en Italie : le regard des enseignants en formation sur l’inclusion scolaire des élèves ayant des besoins éducatifs particuliers

Cited by 3 publications

References 5 publications

Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives

Inclusive classroom climate development as the cornerstone of inclusive school building: review and perspectives

The Role of the Library in the Formation of Inclusive Competence of Future Teachers: Relevance, Directions, Experience

A Model for Integrating Information and Communication Technologies into the Diagnostic Assessment Process: Towards a Universal Design of Learning

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