Italian Journal of Health Education, Sports and Inclusive Didactics
PARTNERSHIP FOR INCLUSION. SPORT AS EDUCATIONAL ALLIANCES PROMOTER
Abstract
The national and international documents of the last decades, according to scientific literature, place motor sports activities at the center of the educational debate. There are numerous initiatives promoted by international organizations aimed at spreading motor-sports culture in the various formal and non-formal learning contexts that promote the universal principles of gender equality, non-discrimination and social inclusion in and through sport. This contribution aims to outline within the Italian cultural context a synthetic framework of design potential that leveraging the inclusive power of sport can create and nurture fertile educational alliances between school, family and sports associations. If on the one hand the legislative evolution of the last few decades with the consequent increase in the initiatives implemented represents a strength that offers great design potential from a systemic perspective, on the other hand the evaluation of the quality of the projects implemented is still lacking. Scientific research has the role of shedding light on the critical issues in order to fully understand where and why this virtuous circle between school, family, institutions and the third sector is interrupted. It is desirable that scientific awareness and political actions find more and more points of interconnection useful for a real implementation of effective and functional alliances.
Keywords
Full Text:
PDF (Italiano)References
Arnold, P. (1997). Sport, ethics and education. Bloomsbury Publishing.
Bailey*, R. (2005). Evaluating the relationship between physical education, sport and social inclusion. Educational review, 57(1), 71-90.
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research papers in education, 24(1), 1-27.
Bailey, R., Hilman, C., Arent, S. & Petitpas, A. (2013). Physical activity: an Understimated investement in human capital? Journal of Physical Activity and Health, 10, pp. 289-308.
Bailey, R. (2005). Evaluating the Relationship Between Physical Education, Sport and Social Inclusion. Educational Review 57 (1): 71–90.
Bangsbo, J., Krustrup, P., Duda, J., et al. (2016). The Copenhagen Consensus Conference 2016: children, youth, and physical activity in schools and during leisure time. British Journal of Sports Medicine, June 2016. doi:10.1136/bjsports-2016-096325
Block, M. (2013). Inclusion: What is Needed to Make it Work for All Children with Disabilities, 19th International Symposium of Adapted Physical Activity, “Bridging the Gaps” Yeditepe University, Istanbul 19-23 July 2013. Hacettepe Journal of Sport Sciences, 24 (2), 6.
Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187-249.
Canevaro, A. (Ed.). (2007). L'integrazione scolastica degli alunni con disabilità. Trent'anni di inclusione nella scuola italiana. Edizioni Erickson.
Casolo, F. (2011). Didattica delle attività motorie per l’età evolutiva. Milano: Vita e Pensiero.
Chiappetta Cajola, L. (2015). Didattica inclusiva valutazione e orientamento. ICF-CY, portfolio e certificazione delle competenze degli allievi con disabilità. Roma: Anicia.
Chiappetta Cajola, L. (Ed.) (2020). Come fare sostegno a scuola. Teoria e pratica nella didat¬tica inclusiva. Roma: Anicia.
Coalter, F., Allison, M., & Taylor, J. (2000). The role of sport in regenerating deprived urban areas. Her Majesty's Stationery Office (HMSO).
Collins, M., Henry, I. and Houlihan, B. (1999). Sport and Social Inclusion: A Report to the Department of Culture, Media and Sport (Loughborough, Loughborough University Institute of Sport and Leisure Policy).
Cottini, L. (2007). Tempo libero, integrazione e qualità della vita per la persona con disabilità mentale: il ruolo della pratica sportiva.
D. Lgs 13 aprile 2017, n. 66, Norme per la promozione dell’inclusione scolastica degli studenti con disabilità, a norma dell’articolo 1, commi 180 e 181, lettera c), della legge 13 luglio 2015, n. 107, Gazzetta Ufficiale n.112 del 16-5-2017 - Suppl. Ordinario n. 23.
D. Lgs 7 agosto 2019, n. 96 Disposizioni integrative e correttive al decreto legislativo 13 aprile 2017, n. 66, recante: «Norme per la promozione dell’inclusione scolastica degli studenti con disabilità, a norma dell’articolo 1, commi 180 e 181, lettera c), della legge 13 luglio 2015, n. 107». Gazzetta Ufficiale n.201 del 28-8-2019.
D'Anna, C. (2020). Life skills education for inclusion: le potenzialità dell'educazione fisica e dello sport a scuola. Pensa multimedia.
De Anna, L. (2007). Le politiche di inclusione in Europa e in Italia, dalla scuola di base all’università. L’integrazione scolastica degli alunni con disabilità, 75-84.
Demetrio, D. (2013). Il progetto di vita. Articolo sul web: Notiziedallascuola.it Tecnodid.
Donnelly, P. and Coakley, J. (2002) The Role of Recreation in Promoting Social Inclusion. Available online at: http://www.voicesforchildren.ca/documents/laidlaw/donnelly.pdf (accessed 1 May 2006).
DPR 8 marzo 1999, n. 275, concernente “Regolamento recante norme in materia di autonomia delle Istituzioni scolastiche, ai sensi dell’articolo 21 della L. 15 marzo 1997, n.59.
Dukic, D., McDonald, B., & Spaaij, R. (2017). Being able to play Experiences of social inclusion and exclusion within a football team of people seeking asylum. Social Inclusion, 5(2), 101-110.
European Agency for Development in Special Needs Education (2011). Key Principles for Promoting Quality in Inclusive Education – Recommendations for Practice. Odense, Denmark: European Agency for Development in Special Needs Education.
European Agency for Special Needs and Inclusive Education (2015). Agency Position on Inclusive Education Systems. Odense, Denmark. www.europeanagency.org/resources/publications/agency-position-inclusive-educationsystems-flyer
European Agency for Special Needs and Inclusive Education (EASNIE). (2018). Evidence of the Link Between Inclusive Education and Social Inclusion: Final Summary Report. (S. Symeonidou, ed.). Odense, Denmark: European Agency for Development in Special Needs Education
European Commission (2007). White Paper on Sport. COM (2007) 391 Final, 11 July 2007. Bruxelles.
Farrell P. & Ainscow M. (2002). Making Special Education Inclusive. London: Routledge.
Giaconi, C. (2015). Qualità della vita e adulti con disabilità. Percorsi di ricerca e prospettive inclusive. In C. Giaconi, N. Del Bianco (2018). Inclusione 3.0. Milano: Franco Angeli.
Gomez Paloma, F. & Sgambelluri, R. (2012). La disabilità tra didattica e sport. Napoli: Gruppo editoriale Simone.
Gozzoli, C., D'Angelo, C., & Confalonieri, E. (2013). Evaluating sport projects which promote social inclusion for young people: a case study. Evaluating sport projects which promote social inclusion for young people: a case study, 145-163.
Hallinger, P., Murphy, J., & Hausman, C. (1992). Restructuring schools: Principals' perceptions of fundamental educational reform. Educational Administration Quarterly, 28(3), 330-349.
Hellison, D., & Martinek, T. (2006). Social and individual responsibility programs. The handbook of physical education, 610-626.
Holt, N. L. (Ed.). (2016). Positive youth development through sport.
Ianes D., Celi F. & Cramerotti S. (2003). Il Piano Educativo Individualizzato 2003-2005 Progetto di vita. Trento: Erickson.
Legge 13 luglio 2015, n. 107. Riforma del sistema nazionale di istruzione e formazione e delega per il riordino delle disposizioni legislative vigenti.
Long, J., Welch, M., Bramham, P., Hylton, K., Butterfield, J., & Lloyd, E. (2002). Count me in: The dimensions of social inclusion through culture and sport.
Magnanini, A. (2018). Lo sport come strumento di inclusione. In Moliterni P. & Magnanini A. (a cura di) (2018). Lo sport educativo per una società inclusiva. Roma: Franco Angeli.
Magnanini, A. (2021). Pedagogia speciale e sport: Modelli, attività e contesti inclusivi tra scuola ed extrascuola. Soares Editore.
Magnanini, A., Moliterni, P., Ferraro, A., & Cioni, L. (2018). Integrated sport. Keywords of an inclusive model. In Proceeding book. 3rd International Eurasian Conference on Sport Education and Society. International Science, Culture and Sport Association.
McLennan, N., & Thompson, J. (2015). Quality Physical Education (QPE): Guidelines for Policy Makers. Paris: UNESCO Publishing.
MIUR (2009). Linee guida per l’integrazione scolastica degli alunni con disabilità.
MIUR (2012). Direttiva Ministeriale 27 dicembre 2012. Strumenti d’intervento per alunni con bisogni educativi speciali e organizzazione territoriale per l’inclusione scolastica.
MIUR (2012). Direttiva Ministeriale Strumenti d’intervento per alunni con bisogni educativi speciali e organizzazione territoriale per l’inclusione scolastica, Indicazioni operative, 27 dicembre 2012.
MIUR (2012). Indicazioni nazionali per il curricolo per la scuola dell’infanzia e del primo ciclo di istruzione. Italia, Roma.
MIUR (2013). Circolare Ministeriale 06 marzo 2013, n. 8, prot. 561.
MIUR (2013). Circolare Ministeriale n. 8 Roma, 6 marzo 2013 Prot. 561. Direttiva Ministeriale 27 dicembre 2012. Strumenti d’intervento per alunni con bisogni educativi speciali e organizzazione territoriale per l’inclusione scolastica.
ONU (2006). Convenzione delle Nazioni Unite sui diritti delle persone con disabilità.
ONU (2015). Trasformare il nostro mondo: Agenda 2030 per lo sviluppo sostenibile.
Palumbo, C., Ambretti, A., & Scarpa, S. (2019). Esperienze motorie, sportive e disabilità. Italian Journal of Special Education For Inclusion, 7(1), 217-232.
Parlebas, P. (1997). Giochi e sport. Corpo, comunicazione e creatività ludica. Torino. Il Capitello.
Parlebas, P. (2008). Juegos, deporte y sociedades. Léxico de praxeología motriz (Vol. 36). Editorial Paidotribo.
Resico, D. (2005). Diversabilità e integrazione: orizzonti educativi e progettualità. Vol. 9. Milano: Franco Angeli.
Ruiz, L. M., Rodríguez, P., Martinek, T., Schilling, T., Durán, L. J., & Jiménez, P. (2006). Project Effort: A model for the Development of Social and Personal Responsibility through Sport. Rev de Educ, 341, 933-58.
Schalock, R.L. & Verdugo Alonso, M.A. (2002). Handbook of Quality of Life for Human Service Practitioners. Washington, DC.: American Association on Mental Retardation.
UNESCO (1978). International Charter of Physical Education and Sport, approved at meeting in Paris 21 November 1978.
UNESCO (2015). Charter of Physical Education, Physical Activity and Sport: A step in the right direction.
UNESCO (2017). A guide for ensuring inclusion and equity in education and equity in educa¬tion. The Global Education 2030 Agenda. Paris: UNESCO.
UNESCO (2019). Final report of the international forum on inclusion and equity in education –Every learner matters, Cali, Colombia, 11-13 September 2019.
UNESCO (2021). How can UNESCO’s revised Charter on physical education and sport become a game-changer?
UNESCO (2021). Making the case for inclusive quality physical education policy development: A policy brief. Paris, France.
Unione Europea (2018). Raccomandazione del consiglio dell’Unione Europea del 22 maggio 2018 relativa alle competenze chiave per l’apprendimento permanente (2018/C 189/01).
Vygotskij L.S. (1980). Il processo cognitivo. Torino: Bollati Boringhieri.
WHO (2007). The International Classification of Functioning, Disability and Health (ICF-CY).
WHO (2016). Physical activity strategy for the WHO European Region 2016–2025.
WHO (2020). WHO Guidelines on physical activity and sedentary behaviour.
WHO (2018). Global action plan on physical activity 2018–2030: more active people for a healthier world.
DOI: https://doi.org/10.32043/gsd.v6i2.633
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Italian Journal of Health Education, Sports and Inclusive Didactics
ISSN: 2532-3296