The European Agency for Development in Special Needs Education conducted a survey on best practices educational and inclusive in March 2003, involving fifteen European countries and starting with some basic questions. What pedagogical practices have produced positive results? How can they meet with the existing differences among the pupils in a class? And what are the necessary conditions to face them? In this sense, our research group has carried out a theoretical argument about the state of art of the educational phenomenon inclusion in Italy, starting from the identification of causal variables that affect the actual educational practices, ranging from the innovative theories in pedagogicaldidactic character, in order to arrive to of the combinations of possible resolutions, according to a logic of priority interventions and budgetary effects that they may bring. Starting from the laws, the investment policies and the laws governing the application for inclusion in our teaching, our work was to examine: Italian politics and its investment in the realinclusive process of education; the cultural predisposition of our faculty to recognize the value of diversity as a resource; empathic-vocational skills of our faculty to guide the profession; the best match of the results of the methods adopted. With interesting data emerged from the analysis of the items stated above, the working group has finally selected some methodologies deemed important and necessary across elevation successful training. These include: the cooperative method in which the matrix is recognizable of Vygotsky's thought; metacognitive approach is fundamental to "learning to learn", the Mindfulness as promoting meaningful learning, facilitated by the use of technological tools and cognitive maps. Finally this scenery can be considered as an "international glue" in which ICF classification pay attention to the potential and overall resources of the subject, identifying, therefore, all that can be "barrier" or "facilitator" of the process of inclusion.

EDUCATIONAL POLICY ANALYSIS FOR INCLUSION IN ITALY

D'ANNA, CRISTIANA;PASTENA, Nicolina;GOMEZ PALOMA, FILIPPO
2013

Abstract

The European Agency for Development in Special Needs Education conducted a survey on best practices educational and inclusive in March 2003, involving fifteen European countries and starting with some basic questions. What pedagogical practices have produced positive results? How can they meet with the existing differences among the pupils in a class? And what are the necessary conditions to face them? In this sense, our research group has carried out a theoretical argument about the state of art of the educational phenomenon inclusion in Italy, starting from the identification of causal variables that affect the actual educational practices, ranging from the innovative theories in pedagogicaldidactic character, in order to arrive to of the combinations of possible resolutions, according to a logic of priority interventions and budgetary effects that they may bring. Starting from the laws, the investment policies and the laws governing the application for inclusion in our teaching, our work was to examine: Italian politics and its investment in the realinclusive process of education; the cultural predisposition of our faculty to recognize the value of diversity as a resource; empathic-vocational skills of our faculty to guide the profession; the best match of the results of the methods adopted. With interesting data emerged from the analysis of the items stated above, the working group has finally selected some methodologies deemed important and necessary across elevation successful training. These include: the cooperative method in which the matrix is recognizable of Vygotsky's thought; metacognitive approach is fundamental to "learning to learn", the Mindfulness as promoting meaningful learning, facilitated by the use of technological tools and cognitive maps. Finally this scenery can be considered as an "international glue" in which ICF classification pay attention to the potential and overall resources of the subject, identifying, therefore, all that can be "barrier" or "facilitator" of the process of inclusion.
978-989-97866-5-3
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/11386/4001853
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