Italian Journal of Health Education, Sports and Inclusive Didactics
Benessere e inlcusione: presenza nella distanza WELLBEING AND INCLUSION: CLOSENESS IN THE DISTANCE
Abstract
L’inclusione scolastica, quale processo teso a strutturare dinamiche dialogiche e di partecipazione per tutti, non può essere ridotta ai soli interventi compensativi per l’apprendimento degli alunni con bisogni educativi speciali. In tal senso, la professionalità degli insegnanti assume un ruolo centrale quale supporto consapevole e attento alle diverse dimensioni del benessere.
L’analisi di una serie di interviste rivolte ad un team di docenti della scuola primaria coinvolto in un progetto di ricerca-formazione evidenzia le attenzioni didattico-metodologiche e le consapevolezze professionali che, durante i percorsi di DAD, hanno permesso alle insegnanti di realizzare un concreto processo di inclusione e un ambiente di benessere per alunni e famiglie.
As a process aimed to enhance dialogical and participative dynamics for all, school inclusion cannot be reduced to a mere provision of learning compensatory measures for pupils with special educational needs. In this sense, teachers’ professionalism takes a critical role as an aware and careful support towards the many dimensions of wellbeing.
The analysis of the interviews, carried out with a primary school team of teachers involved in a research-training project, highlights the didactics attentions and the professional awareness that, during remote schooling, has allowed teachers to accomplish a concrete process of inclusion, and a wellbeing environment for pupils and families.Keywords
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DOI: https://doi.org/10.32043/gsd.v4i4_si.279
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Italian Journal of Health Education, Sports and Inclusive Didactics
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