ITALIAN JOURNAL OF HEALTH EDUCATION, SPORTS AND INCLUSIVE DIDACTICS
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LEARNING DISABILITIES IN PRISONS: IMPLICATIONS FOR RE-EDUCATION AND REHABILITATION OF THE INMATES
Get PDFThe association between learning disabilities (LD) and incarceration has garnered increasing attention in recent years. Individuals with LD face unique challenges within the criminal justice system, ranging from disproportionate representation in prison populations to difficulties accessing appropriate support and rehabilitation services. This paper provides a comprehensive review of existing literature on the intersection of learning disabilities and incarceration, examining factors contributing to the overrepresentation of individuals with LD in the criminal justice system, as well as the implications for rehabilitation and policy. By synthesizing current research findings, this paper aims to inform future interventions and policies aimed at addressing the needs of this vulnerable populatio
THE DRAFT LAW AIMING TO INSTITUTE THE PROFESSIONAL BODY OF PEDAGOGIST AND SOCIAL EDUCATORS. WHAT CHANGES FOR THE SCHOOL ENVIRONMENT AND IN THE FIELD OF EDUCATION FOR STUDENTS WITH DISABILITIES
Get PDFLast July, the Italian Chamber of Deputies passed a law introducing a new public professional body. The body, called “Ordine delle professioni pedagogiche ed educative” will rule social educators and professional pedagogists practitioners.Once approved in the Senate, this legislation is going to change the overall structure of educational and social services in Italy. Moreover, the change of the regulatory framework for educational professions will produce important repercussions on the world of schooling, particularly in the areas of school inclusion, school guidance, and initial and in-progress teacher training. These areas impact the school's ability to face educational poverty and to respond to the educational needs of each and every student. The essay aims to examine what is appropriate to expect from such regulatory developments, shaping avenues for collaboration of professionals in the newly formed statutory profession in the area of educational poverty and special needs
BORN TO LEARN: NEUROSCIENCE AND EDUCATION IN DIALOGUE TO OVERCOME SPECIFIC LEARNING DISABILITIES.
Get PDFCan students with specific learning disabilities (SLD) benefit from the perspective of neuroscience in addressing challenges both inside and outside the classroom?While pedagogy cannot fragment and multiply for each student in a classroom, it must channel its efforts towards the development of cognitive and emotional functions for all learners (Damiani et al., 2015). Neuroimaging techniques shed light on brain functions and how information and stimuli from external experiences become embedded in the mind.A constructive dialogue between pedagogy and neuroscience can contribute to the development of inclusive teaching and the creation of a supportive environment that promotes the appreciation of the unique-diverse nature of individuals and helps address learning difficulties. The objective of this paper is to reflect on the opportunities offered by neuroscience to education to enhance the overall learning experience for all students, particularly those with SLD, thereby avoiding trauma from failure or the development of psychopathologies
STRATEGIES AND INCLUSIVE EDUCATIONAL DESIGN MODELS FOR THE PROMOTION OF CULTURAL HERITAGE
Get PDFIn order to realize educational pathways on the topic of cultural heritage, the school must design and share with professionals outside the school widespread didactic workshops, as well as strategies and inclusive didactic design models of that can be realized through the use of disciplinary didactics, heritage pedagogy and, above all, special didactics and pedagogy for inclusion, the latter being areas of pedagogy that are indispensable to guarantee the inclusion of all pupils
THE EDUCATIONAL AND DIS-EDUCATIONAL ROLE OF PHYSICAL ACTIVITY: RISKS AND BENEFITS OVER THE LIFE SPAN
Get PDFL'attività fisica abituale fornisce benefici sia fisici che psicologici, ma se l'esercizio è eccessivo può portare a molte conseguenze negative e può manifestarsi in comportamenti disfunzionali, come la dipendenza dall'esercizio. Lo scopo principale di questo studio era di esaminare le differenze nel comportamento alimentare, negli stati d'animo e nella motivazione autodeterminata tra gruppi di persone dipendenti dall'esercizio (a rischio vs. non dipendenti-sintomatiche vs. non dipendenti-asintomatiche). Per questo studio sono stati selezionati 90 atleti (45 maschi e 45 femmine) che praticavano attività fisica regolarmente da più di un anno. Utilizzando il questionario EDS-21, i partecipanti sono stati classificati come a rischio (n=30), non dipendenti-sintomatici (n=30) e non dipendenti-asintomatici (n=30) per dipendenza da esercizio. Tutti i soggetti hanno completato la scala di dipendenza dall'esercizio (EDS-21); il Profilo degli Stati dell'Umore (POMS); il questionario sugli esercizi di regolamentazione comportamentale-2 (BREQ-2) e l'inventario sui disordini alimentari-2 (EDI-2). I risultati sembrano confermare la relazione tra dipendenza dall'esercizio e comportamento alimentare e suggeriscono che la regolazione comportamentale è significativamente diversa tra tutti e tre i gruppi. Inoltre, i dati mostrano che gli atleti che segnalano stati d'animo relativamente più negativi durante l'esercizio hanno maggiori probabilità di essere dipendenti dall'esercizio. I risultati offrono supporto per ricerche precedenti che hanno considerato i fattori esaminati come un antecedente critico della dipendenza dall'esercizio e suggeriscono anche l'importanza di analizzare i comportamenti disfunzionali come espressione di un disagio percepito più ampio in diversi contesti educativi
CORPOREITY AND EMOTION: BETWEEN THREE-DIMENSIONALITY AND MULTIDIMENSIONALITY
Get PDFThe implications triggered by the fourth industrial revolution lead to the emergence of a new society of individuals whose corporeality fluctuates between the possibility of making an absent presence in the digital world and of becoming immense through technological devices. The potential of artificial intelligence pervades the bodily and also the socio-emotional dimensions. This scenario outlines the boundaries of an extended carnality, which, since the healt emergency, builds the teacher-student relationship between pixel-bodies, inhibiting the three-dimensional body. This refers to the need to intercept specific space-time devices that consider the paralinguistic traits of the body in movement in direct contact with the emotional experience, to encourage the child’s acquisition of inter/intrapersonal skills and, in the teacher, the ability to orchestrate in creative and responsible manner the AI and IE
ARTIFICIAL INTELLIGENCE TO SUPPORT THE ASSESSMENT OF EMOTIONAL INTELLIGENCE
Get PDFInitially, Emotional Intelligence (EI) was defined as an ability to process emotional information measurable through performance tasks. Later, other authors conceptualized EI as a set of aspects related to the recognition and regulation of emotions both in oneself and in others, that could be assessed through self-report instruments. Both performance tasks and self-report instruments present several problems. AI could support the assessment of EI by developing an algorithm that detects emotional states associated with facial expressions in response to viewing videos validated to induce specific emotions. The project proposal aims to present a protocol that involves the use of an algorithm capable of comparing each subject's responses at the level of emotional states experienced. The project also includes the proposal of a comparative analysis of the quality and intensity of emotional states during the video, by monitoring some physiological parameters (HRV, GSR and temperature) through a biofeedback instrumentation. Based on the level of consistency among these data, the algorithm will provide a percentage related to the ability to recognize one's own emotions
EMOTIONAL ARTIFICIAL INTELLIGENCE: EVOLUTION OR REVOLUTION? WHAT SKILLS FOR TEACHERS AND EDUCATORS IN AFFECTIVE COMPUTING?
Get PDFAmong the skills included in the Compass for Tomorrow are new skills for teachers and educators in the context of emotional artificial intelligence. Is it possible to teach social-emotional skills? And how is it possible to do so? Can socio-emotional competences be considered as curricular standards? This contribution aims to answer these questions, highlighting opportunities and risks that the digital revolution and affective computing pose today
PEDAGOGICAL SUPPORT AND OUTDOOR EDUCATION: FACILITATING LEARNING DURING HOSPITAL STAYS
Get PDFThis study explores the impact of prolonged hospitalizations on the learning and emotional well-being of school-aged children, proposing outdoor education and pedagogical support as effective strategies to mitigate their effects. Through a holistic approach, based on theoretical frameworks that emphasize the importance of nature in learning and on pedagogical philosophies, the study investigates how outdoor education can foster meaningful and creative learning experiences, promoting cognitive and emotional resilience. Through the implementation of targeted interventions and the creation of a supportive learning environment, educators and healthcare professionals can facilitate and enhance the overall well-being of hospitalized children. The findings of this research aim to inform hospital policies and educational practices, promoting the integration of outdoor education and pedagogical support as essential components to the recovery of the sick child.
A DECADE OF GROWTH OF DISTANCE LEARNING UNIVERSITIES (DLUS). TOWARDS AN URGENT DIGITAL AND STEM APPROACH
Get PDFDistance Learning Universities (DLUs) are growing in educational offerings and student participation and can play an essential role in the digitization of learning. The analysis presented here focuses on their impact in the Italian context, and particularly in the STEM area, where innovations in teaching methods and resource management are required. ANVUR report, European Community and Ministry of Education and Merit show how the issue is pedagogical, social and economic