UniSa - IRIS Institutional Research Information System

OUTDOOR EDUCATION FOR ALL: A RESEARCH JOURNEY IN CONTEXTS OF SOCIAL MARGINALITY

This study explores the potential of Outdoor Education for the inclusion of children and adolescents with intellectual disabilities in contexts of risk and social exclusion. Inclusion is considered a fundamental pillar for an equitable and quality education system [1]. Outdoor Education is a pedagogical approach that promotes outdoor educational practices, both in school and extracurricular settings, recognised for its potential to enhance cognitive and psychomotor empowerment through...

THE LEADERSHIP OF SCHOOL HEADS IN PROMOTING INCLUSION: OPINIONS, GOOD PRACTICES AND IMPACT ON LEARNING AND THE SCHOOL ENVIRONMENT

This paper aims to investigate the growing complexity of school communities, determined by an increasing heterogeneity of pupils, especially those with special educational needs. The growing incidence of migration, in the absence of adequate school organization geared towards inclusion, contributes to the emergence of educational vulnerability and explicit school dropout [1]. In a scenario characterized by an increasingly significant presence of migration, violence and educational vulner...

BUILDING A STRONG TEACHER IDENTITY: AN INVESTIGATION OF THE DOMAINS IN PRIMARY EDUCATION

Situation-Aware Adaptive Interfaces for Cultural Heritage based on Oscillatory Attention Dynamics

The monitoring and preservation of cultural heritage (CH) sites often rely on human operators supported by digital interfaces. However, goal-driven attention and information overload may impair the operator's ability to respond effectively to critical events. This paper introduces a novel approach to developing situation-Aware adaptive interfaces, grounded in neuroscientific models of human attention. Specifically, we propose a mathematical model based on oscillatory dynamics and a simplified...