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Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper explores the impact of some interdisciplinary teaching practices in promoting school inclusion, in particular for pupils with educational and social vulnerabilities and with disabilities. Teachers and educators have a responsibility to create an inclusive learning environment that celebrates diversity and supports the individual needs and learning trajectories of all students who are carriers of different cultures. The incorporation of interdisciplinary teaching practices not only improves academic achievement, but also promotes social integration, empathy and understanding among pupils, as well as the exploration of certain values such as justice and equality. The study delves into the potential benefits of interdisciplinary approaches, in which educators from different subject areas collaborate to design and implement holistic training plans. By combining knowledge and skills across disciplines such as language arts, mathematics, science, and social studies, teachers and educators can create meaningful learning experiences that cater to different learning styles and abilities. Educational practices, promoting inclusion, actively engage pupils with vulnerabilities and provide learning opportunities through the promotion of a culture of acceptance, tolerance and inclusivity among all learners. The aim of the study is to highlight how the creation of learning environments in which every student feels valued and supported and interdisciplinary teaching practices can produce positive impacts on pupils' performance and emotional well-being, promoting a sense of belonging and self-confidence. [ABSTRACT FROM AUTHOR]

Inclusion has been a cornerstone of the Italian school system since the 1970s, when special sections were gradually abolished, students with disabilities merged into regular classrooms, introducing specialized support teachers who became co-teachers in every aspect of the classes. Over the years, it has become increasingly evident that working with disabilities means creating synergies among professionals – not only educators – through longitudinal and transversal skills and knowledge, in an interdisciplinary perspective. The paper presents the results of a research, involving a group of support teachers, regarding the complexity of their role within the inclusive school. It highlights the relationships among various stakeholders – families, educators, healthcare professionals, etc. – in addressing the needs of students with disabilities and in designing interventions specific to the Individualized Educational Plan. [ABSTRACT FROM AUTHOR]

Developing interdisciplinary contexts means accepting a challenge and pedagogical value that overcomes a mono-disciplinary vision in order to promote environments of dialogue and debate between helping relationship professionals. This approach, also underlined by Edgar Morin, develops exchange and cooperation to design transformative and inclusive practices for the person in charge. In this context, the "Contesto-Inclusion Hub" cooperative in Florence represents a significant professional experience, as it combines care professionals (educational and health) with experts in the artistic disciplines. The resulting team work aims at realising, through an interdisciplinary artistic inclusive approach, preventive-educational activities for young people in situations of fragility, exploiting the potential of music and theatre as a vehicle for listening, experimentation and self expression. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

L’insegnamento delle attività motorie e sportive adattate alle disabilità costituisce un fecondo ambito d’intervento educativo in continua evoluzione. L’analisi, l’adattamento del compito motorio supportano l’implementazione di modelli didattici che promuovono un’esperienza sportiva inclusiva per tutti gli studenti. Lo sport integrato nel processo d’insegnamento apprendimento, infatti, persegue finalità inclusive secondo un approccio metodologico adattato, cioè accessibile e personalizzato. Il seguente contributo si propone di evidenziare le finalità educative dell’attività motoria e sportiva, rivolgendo l’attenzione alla visione sia dell’Attività Fisica Adattata sia dell’attività sportiva integrata. Si presenta, altresì, il progetto regionale “Scuola, Sport e Disabilità” promosso dal CIP Puglia in collaborazione con l’USR Puglia, che negli anni ha coinvolto un alto numero di studenti con disabilità delle scuole secondarie di 1° e 2° grado al fine di promuovere la partecipazione degli alunni disabili ai campionati studenteschi, con l’obiettivo di implementare le esperienze sportive e relazionali, e favorire una continuità della pratica extrascolastica.

Questo studio si addentra nell’esplorazione dello sviluppo sociale attraverso lo sport analizzando tre modelli distinti provenienti da Italia, Finlandia e Brasile. Esamina i quadri legislativi, le strategie di attuazione e gli impatti sociali di ciascun modello per discernere le principali somiglianze e differenze. Il modello italiano enfatizza la promozione dell’attività fisica per il benessere individuale e sociale, mentre la Finlandia dà priorità all’accessibilità universale allo sport e all’inclusione sociale. Al contrario, il Brasile utilizza lo sport come catalizzatore di cambiamenti positivi nelle comunità svantaggiate. Attraverso un’analisi comparativa, questo studio chiarisce l’importanza dell’accessibilità, dell’educazione, degli approcci olistici, della valutazione e della collaborazione nella promozione dell’attività fisica e del benessere sociale. Integrando i punti di forza di questi modelli, propone strade per creare una società più sana, attiva e inclusiva. Lo studio mira a promuovere il discorso e a informare la politica e la pratica nel campo dello sviluppo sociale basato sullo sport.

L’articolo presenta i risultati di un’indagine che ha coinvolto persone con disabilità e studenti universitari sul tema della città pubblica inclusiva. A fare da cornice il progetto VIVIinclusi, promosso dal Politecnico di Milano – Polo territoriale di Lecco in collaborazione con il Comune di Lecco ed Enti del Terzo Settore. Il progetto ha lo scopo di attivare percorsi di ricerca-azione e di coproduzione con gli attori del territorio per individuare strategie e strumenti di innovazione urbana per una città pubblica inclusiva. L’indagine si è avvalsa del metodo delle passeggiate sensobiografiche e ha coinvolto persone con disabilità frequentanti i servizi socio-educativi diurni e residenziali al fine di conoscere il loro punto di vista sulla città. La ricerca, oltre ad avere fornito elementi per la seconda fase di co-progettazione, ha permesso di riflettere criticamente sulla qualità inclusiva della città e dei servizi.

In una visione della scuola come sistema complesso adattivo, inteso come insieme di elementi interagenti (Murray Gell-Mann, 1995; Sibilio, 2014), è possibile riconoscere il ruolo dei docenti come veri agenti di cambiamento (Avrimidis & Norwich, 2002; Hattie, 2012) nell’adattarsi ad accogliere le sfide poste dalla poliedricità della società odierna. In particolare, assume rilevante centralità una formazione orientata, come suggerito da numerosi documenti internazionali, alla piena affermazione un’inclusive education (EADSNE, 2009, 2012, 2014). Alla luce di quanto detto, dunque, il presente contributo intende proporre una prima riflessione rispetto alla potenzialità di una contaminatio nella formazione dei docenti tra l’approccio di ricerca dell’appreciative inquiry, e il linguaggio musicale per una progettazione didattica inclusiva. Tale intenzione muove dalla possibilità di rilevare tratti comuni tra il framework teorico dell’appreciative inquiry, fondato sulla narrazione e sulla condivisione delle storie personali in chiave positiva (Cooperider & Srivastva, 1987; Cooperrider et al., 2008) e la musica, linguaggio universale capace di favorire dialogo e comunicazione per un fine comune. In tal senso, inserita nei percorsi formativi, la narrazione in positivo attraverso il dispositivo musicale potrebbe potenzialmente promuovere nel docente l’acquisizione di competenze riflessive e trasformative tali da essere in grado di gestire le varie situazioni, perché flessibile e avvezzo a tracciare percorsi didattici e organizzativi innovativi sia nel gestire il presente sia per orientare il futuro (Mezirow, 2003).

The transformation that Italian society has undergone in recent decades because of immigration poses significant challenges to schools, primarily in developing effective strategies to teach Italian to pupils with a migrant background. Additionally, as a consequence of recent advances in neuroscience, the concept of translanguaging has emerged, which advocates the deliberate integration of languages in the classroom in order to harness the full linguistic potential of bilingual children. Research has demonstrated that translanguaging strategies can facilitate language learning and conceptual transfer from L1 to L2. Consequently, it is important to implement methodologies that enhance and support the development of a multilingual repertoire, with a view to the inclusion and education of future citizens. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of IUL Research is the property of IUL - Universita Telematica degli Studi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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