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The paper aims to analyse the opportunity to promote the scholastic inclusion of pupils, through physical education. In the first instance, the historical process that has seen the transition from the concept of school integration of pupils with disabilities to that of inclusion through the introduction of regulations suitable for protecting the educational needs of each one will be explored. The potential of physical education will be explored through the structuring of new ways of designing and managing educational practice as an exercise of active and inclusive citizenship. Attention will also be focused on the mind-body binomial, with a view to the potential of the Embodied Cognition paradigm, which can take on a formative and pedagogically significant value, both by soliciting all those components of an expressive-communicative nature that support the union between body, mind, emotion, cognition and environment, and to further qualify inclusive processes in the context of ordinary teaching. [ABSTRACT FROM AUTHOR]

The motor/sports approach offers the possibility of transferring knowledge using the body as a learning tool, allowing students to acquire skills in a practical and engaging way. The aim of this paper is to underline the importance of Universal Design for Learning (UDL) in school contexts as a tool to foster inclusion through the teaching of Physical Education. The UDL approach applied to the motor-sports context makes it possible to promote inclusion in training by designing interventions that take into account the different abilities and needs of students. The performance of different activities during the hour of Physical Education tends to encourage the active participation of students, favoring the development of motor skills and promoting a healthy and active lifestyle. [ABSTRACT FROM AUTHOR]

The gap between junior high school and college is still a critical point within the educational debate. It is embodied in the lack of education and preparation for academic study within high school. In contrast, recent studies such as those of Chambers (2020) and O'Connor (2011) have shown how the interaction and presence of the university within educational institutions can bring progress on both sides. The goal of the following paper is to demonstrate how-in an Italian L2 context-it is possible to achieve results from both an educational and training perspective, using a method such as Service Learning. This is method that makes the community - together with the students and the university - an actor within the learning process. Preliminary research conducted at the University for Foreigners in Perugia is presented here. To collect data, a questionnaire consisting of objective and subjective items was administered to students, which were then analyzed quantitatively and qualitatively. The data were represented graphically. From the analysis of the data, it is shown that the Service-Learning method could be useful and effective in linking educational institutions of various levels and achieving results in the continuing education of the individual. [ABSTRACT FROM AUTHOR]

This paper aims to conduct an at-tentative analysis on the challenges and opportunities sot-tended to prepare future generations so that they can easily adapt in a learning context characterized by constant fluidity and evolution. The School, initially oriented toward the unidirectional transmission of knowledge, is undergoing a process of redefinition of its status, configuring itself as an entity of a cultural and educational nature within the society of Conoscence. This metamorphosis requires a wideranging approach capable of recognizing and affronting, with adequate depth, the intricate human dynamics that shape the process of adoption and condition the effectiveness of digital technologies in education. [ABSTRACT FROM AUTHOR]