Search

The meaningful increase in Special Educational Needs in school contexts has provided to underlining the importance of accessibility in teachinglearning processes. Especially, the typical difficulties of ADHD can constitute important barriers to educational accessibility and become a challenging event that introduces training needs for teachers. The paper describes the first results of a collaborative action-research project carried out with a group of teachers and interpreted from a from a transformative perspective. The collected data, in addition to highlighting the relationship between meanings and teaching action, reveal the value of reflective practices to promote teachers’ awareness of their role as mediators of educational accessibility. [ABSTRACT FROM AUTHOR]

Inclusive Education represents a significant change in all educational settings, but particularly in the world of schooling. The importance of the school’s role in building a sense of belonging to a peer group and friendship network is central to students' Well-being. This paper aims to establish whether the use of digital technologies is accompanied by design that is capable of supporting collaborative learning as a basis for social inclusion. The research investigates the projects carried out in the ICT training of the specialization course for teaching support activities’teachers for students with disabilities at the University of Trieste in the years 2020/2021 and 2021/2022 through an analysis tool based on the DigCompEdu indicators. [ABSTRACT FROM AUTHOR]

Among the most relevant issues characterizing the debate related to technical-professional school pathways is the one which refers to the relationship between the different possibilities that social and cultural contexts offer to students and the outcomes in terms of expression of talents within a school that prioritises merit. In this sense, social disadvantage becomes a field of interest in relation to the concept of "merit" so as to guarantee equity and social justice. Therefore, the paper aims to propose a reflection on the characteristics of social disadvantage with particular reference to students attending technical and professional schools, in order to read and interpret this phenomenon from an inclusive perspective. A possible innovative approach for teacher education will be then proposed, aimed at equipping teachers with those teaching skills that are necessary to ensure the quality of these school pathways. [ABSTRACT FROM AUTHOR]

This paper aims to provide a general overview of sensory disabilities, focusing on the importance of teacher training in digital technologies from an inclusive perspective. In Italy, students with sensory disabilities represent 3.6 percent of the total number of students with disabilities. It becomes clear how crucial it is to direct educational attention to the strategies and ways that teachers and educators can put in place in order to be able to promote inclusive learning. In this, ICT can contribute in responding to what are the individual needs of students with sensory disabilities, enabling them to express their full potential both cognitively and in terms of their autonomy [ABSTRACT FROM AUTHOR]

The contribution offers a translation of a short writing by Maria Montessori in which the pedagogist expresses her thoughts regarding the use of technologies in education. The paper is not intended to provide an interpretation of Maria Montessori's thought in relation to this topic, but to offers a reading of the current policies and practices of technology in education. A reflection is proposed to analyze the current state of educational technologies from the Pedagogist's teachings. Therefore, a critical reading of the present is proposed, starting from history, but with an eye toward the future [ABSTRACT FROM AUTHOR]

Teacher training represents a central dimension for the quality of the educational system, capable of impacting both the educational process and the student’s success. Starting from the reform regarding the initial training course for the secondary school teachers, the paper addresses the legislation from a pedagogical perspective, proposing some reflections aimed at structuring circular pathways, which combine theory with practice, through the internship, to reflect and be able to re-read what has been learned, increasing the effective-ness of the training period. [ABSTRACT FROM AUTHOR]