The aim of this study is to provide a teaching proposal aimed to the development and promotion of personal and social autonomy of people with or without disabilities, to be used within the framework of primary school. More than 30 years after the entry into force of Law no. 517/1977, nowadays the integration of students with disabilities is an evolving process, which has already brought significant innovations to Italian schools towards a more inclusive system; however, some critical issues still need to be addressed. An illusory integration often takes places, which is based on a static culture of learning and is often inadequate for the students’ needs. A better quality of life is a key element towards which teaching shall be oriented, with a specific focus on the acquisition of psychomotor skills aimed at the personal and social autonomy. Physical education plays a key role in the development of these skills, especially during primary school. The current proposal may be part of the educational planning for the Individual Education Plan, within the broader framework of the life plan of a student with disabilities, on the basis of the conceptual model of the International Classification of Functioning (ICF). Educational motor activities are a fertile ground for the development of inclusive teaching proposals aimed at reaching such autonomy. The key elements on which these interventions shall be based are the following: a shared educational responsibility among the different players involved in the management of disabled students, a favorable learning environment, inclusive teaching strategies and a careful evaluation of processes, rather than results. The methodology used focuses on the role of the body and movements as a mean to develop basic skills for personal and social autonomy. Motor-sport activities may help anyone, people with or without disabilities, to discover themselves and meet the need of feeling independent and able. With reference to the present study, after identifying the educational areas of intervention, which are mainly based on the training needs of students with disabilities, a teaching pathway has been drafted aimed at the acquisition of a correct road behavior. The achievement of autonomy by disabled people is a great challenge. The school system shares a huge responsibility with the families and local agencies in the creation of a life plan in which independence and autonomy play a key role in the achievement of a better future for everyone. The teaching guidelines and the methodology used in this study may help teachers to figure out new pathways or new projects that might adapt to specific needs, taking into account the different problems and the different social and cultural contexts.

PHYSICAL EDUCATION IN THE PRIMARY SCHOOL. EDUCATIONAL PATHWAYS TO PERSONAL AND SOCIAL AUTONOMY TO THE BEST QUALITY OF LIFE

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

Abstract

The aim of this study is to provide a teaching proposal aimed to the development and promotion of personal and social autonomy of people with or without disabilities, to be used within the framework of primary school. More than 30 years after the entry into force of Law no. 517/1977, nowadays the integration of students with disabilities is an evolving process, which has already brought significant innovations to Italian schools towards a more inclusive system; however, some critical issues still need to be addressed. An illusory integration often takes places, which is based on a static culture of learning and is often inadequate for the students’ needs. A better quality of life is a key element towards which teaching shall be oriented, with a specific focus on the acquisition of psychomotor skills aimed at the personal and social autonomy. Physical education plays a key role in the development of these skills, especially during primary school. The current proposal may be part of the educational planning for the Individual Education Plan, within the broader framework of the life plan of a student with disabilities, on the basis of the conceptual model of the International Classification of Functioning (ICF). Educational motor activities are a fertile ground for the development of inclusive teaching proposals aimed at reaching such autonomy. The key elements on which these interventions shall be based are the following: a shared educational responsibility among the different players involved in the management of disabled students, a favorable learning environment, inclusive teaching strategies and a careful evaluation of processes, rather than results. The methodology used focuses on the role of the body and movements as a mean to develop basic skills for personal and social autonomy. Motor-sport activities may help anyone, people with or without disabilities, to discover themselves and meet the need of feeling independent and able. With reference to the present study, after identifying the educational areas of intervention, which are mainly based on the training needs of students with disabilities, a teaching pathway has been drafted aimed at the acquisition of a correct road behavior. The achievement of autonomy by disabled people is a great challenge. The school system shares a huge responsibility with the families and local agencies in the creation of a life plan in which independence and autonomy play a key role in the achievement of a better future for everyone. The teaching guidelines and the methodology used in this study may help teachers to figure out new pathways or new projects that might adapt to specific needs, taking into account the different problems and the different social and cultural contexts.
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/11386/4005457
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