IRIS - UNIRSM (Univ. degli Studi della Repubblica di San Marino)
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No full textIl volume nasce per presentare progetti di didattica speciale e di inclusione scolastica. Ad essere valorizzate nel testo sono le dimensioni dell'osservazione e della progettazione che prendono forma grazie alla sinergica collaborazione tra insegnanti, famiglie e territorio, consentendo di identificare e potenziare iter di processi scolastici innovativi. Attraverso proposte di didattica inclusiva il testo vuole contribuire alla sfida orientata alla creazione di una scuola per tutti. I percorsi e i progetti che gli autori elaborano divengono significativi snodi attuativi per insegnanti e professionisti, sia in formazione sia in servizio
Mediación pedagógica de la familia a la niñez con implante coclear en situación de pandemia
No full textSince 2007, the Center of Attention for Communication, Hearing and Language (CCAL-UCA), a dependency of the Department of Education Sciences of the Central American University José Simón Cañas – UCA (El Salvador), has provided speech therapy to children with cochlearimplants due to hearing disability. From March 2020, all therapeutic and educational processesfaced the need of modifying from a face-to-face modality to a distance approach due to the global COVID19 pandemic. The new strategy consisted of planning an intervention proposal which could be implemented with the pedagogical mediation of families, taking into account that the majority of cochlear implant users are groups with limited economic resources, who live in vulnerable areas at social risk. The qualitative research, through three case-study, analyzes how the pedagogical mediation of families of children with cochlear implants has been effective in the therapeutic care offered by CCAL-UCA. The results underline the importance of building a model of therapeutic care with pedagogical mediation according to the diversity of emergency circumstances; to carry out the evaluation of the activitiestaking into account both the family context and the childhood; to train families in language development strategies and to strengthen the research processin these same direction
Θαυματουργὸς τῶν ἐναντιώσεων: l'exemplum di Serse nei panegiri epici di Giorgio di Pisidia
No full textMathematical skills and working memory profile of children with borderline intellectual functioning
No full textBorderline intellectual functioning is a neurodevelopmental condition characterized by an intelligence quotient (IQ) in the range of 70-85. The present study aimed to investigate the mathematical abilities and the working memory of students with borderline intellectual functioning (BIF). The sample group included 10 year-old students with BIF ( n = 85) and with average non-verbal IQ ( n = 45). The children were assessed in non-verbal intelligence, numerical ability and working memory. Our results showed an impairment of mathematical skills, especially in the operation tasks, and working memory in children with BIF, compared to typically developing peers. Generally, their skills seemed to be consistent with intelligence scores (WOND and AWMA scores ≥ 70). In some cases, children with BIF could have mathematical difficulties (WOND < 70). In general, they showed visuospatial short-term memory and central executive subsystem more damaged than non-verbal intelligence while the verbal short-term memory was similar to the IQ
