THE TRAINING OF NON SPECIALIZED TEACHERS TO PROMOTE THE INCLUSION OF PUPILS WITH DISABILITIES. SOME REFLECTIONS

Valentina Paola Paola Cesarano, Maura Striano

Abstract


This work presents some reflections on the Minister's Decree n. 188 of 21.06.2021 that outlines for the year 2021 a training system that guarantees a basic knowledge of inclusive issues for non-specialized teaching staff on support and engaged in classes, of all levels, with pupils with disability. A basic preparation of this type is desired from the early years of inclusion paths and constitutes a working tool to respond to all pupils, with a view to full inclusion and to guarantee the principle of joint ownership in the pupil's own assignment. In this scenario, teachers are configured as "levers of change" (Ainscow, 2005), or strategic agents of social and school inclusion processes for which specific training is essential that can provide them with the skills necessary to translate on a praxis level the founding principles of inclusive logic so that teachers acquire an inclusive and reflective posture, working in the perspective of the biopsychosocial model and acting in a co-responsible way.


Parole chiave


training, inclusion, functioning, co-responsibility

Full Text

PDF

Riferimenti bibliografici


Agbenyega, J. (2007). Examining teachers’ concerns and attitudes to inclusive education in Ghana. International Journal of Whole Schooling, 3(1), 41-56.

Ainscow, M. (2005). Developing inclusive education systems: what are the levers for change? Journal of educational change, 6 (2), pp. 109-124.

Booth,T. Ainscow M. (2011). Index for Inclusion – Developing Learning and Participation in Schools. UK:Centre for Studies on Inclusive Education [CSIE].

Bourdieu, P. (1972). Esquisse d’une théorie de la pratique. Genève: Droz.

Burke, K, & Sutherland, C. (2004). Attitudes towards inclusion: Knowledge vs experience. Education,125(2), 163-172.

Carbonneau, N, Vallerand, R. J., Fernet, C., Guay, F. (2008). The Role of Passion for Teaching in Intrapersonal and Interpersonal Outcomes. Journal of Educational Psychology, 100(4), 977-987.

Cottini, L. (2016). L’autodeterminazione nelle persone con disabilità. Percorsi educativi per svilupparla. Trento: Erickson.

D' Alonzo L. (2018). Pedagogia speciale per l’inclusione. Brescia: Scholè.

Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Per-sonality and Social Psychology, 80(3), 501-519.

Forlin, C, & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia Pacific Journal of Teacher Education,39(1) 17-32.

Florian, L. & Rouse, M. (2010). Teachers’ professional learning and inclusive practice. In R.Rose (Ed.). Confronting Obstacles to Inclusion – International Responses to Developing Inclusive Schools (pp. 185-199). London: Routledge.

Jordan, A, Schwartz, E, & McGhie-Richmond D. (2009). Preparing teachers for inclusive classrooms, Teaching and Teacher Education, 25(4), 535-542.

Ianes C., Cramerotti S. & Scapin C. (2019). Profilo di funzionamento su base ICF-CY e Piano educativo individualizzato. Trento: Erickson.

Murdaca A. (2008). Complessità della persona e disabilità. Pisa: Edizioni del Cerro.

Murdaca A., Oliva P., Panariello P. (2016). L’insegnante inclusivo: fattori individuali, percezione della disabilità e strategie didattiche. Formazione & Insegnamento, XIV, 3, 277-286.

Nota 27622 del 6 settembre 2021 - Formazione in servizio personale docente ai fini inclusione alunni con disabilità ai sensi del comma 961 - Art. 1 della legge 30 dicembre 2020- N. 178 – DM 188.

OMS – Organizzazione Mondiale della Sanità (2002). ICF. Classificazione Internazionale del Funzionamento, della Disabilità e della Salute. Trento: Erickson.ù

Pavone, M. (2014). L’inclusione educativa. Indicazioni pedagogiche per la disabilità. Milano: Mondadori Università.

Rossi P.G. (2011). Didattica enattiva. Complessità, teorie dell’azione, professionalità docente. Milano: FrancoAngeli.

Sibilio, M., Aiello P. (a cura di) (2015). Formazione e ricerca per una didattica inclusiva. Milano: FrancoAngeli.

Striano M., Capobianco R., Cesarano V. P. (2017). La didattica inclusiva per una scuola di tutti e per tutti. Dal riconoscimento dei Bisogni Educativi Speciali alla personalizzazione degli apprendimenti. Formazione, Lavoro, Persona ,VII, 20, 25-36.

Striano M. (2021). La dimensione del sostegno in educazione in Mariani A. (a cura di) La relazione educative. Prospettive contemporanee (pp.51-61), Roma: Carocci.

United Nations Educational, Scientific and Cultural Organisation (UNESCO) & The Ministry of Education and Science, Spain (1994). Statement and framework for action on special

needs education. adopted by the world conference on special needs education: access and quality. Retrieved on January, 16th 2022 from: www.unesco.org/education/pdf/SALAMA_E.PDF.




DOI: https://doi.org/10.32043/gsd.v5i4.465

Refback

  • Non ci sono refbacks, per ora.


Copyright (c) 2022 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.