1,721,400 research outputs found
Pedagogia Speciale come Pedagogia Inclusiva. Una dialettica istituente tra rischi e opportunità
Full text linkThe Third National Seminar of the Italian Society of Special Pedagogy (SIPeS), held on November 27th, 2020, was dedicated to the theme: Special Pedagogy and Inclusive Pedagogy. Identities and differences. This is a very relevant and topical issue, which therefore requires careful reflection, especially to avoid prejudicial predefined positions and identitarian entrenchments. In this contribution, the author, after illustrating the problem and describing the peculiar characteristics of Special Pedagogy, proposes to frame the relationship between Special Pedagogy and Inclusive Pedagogy as an instituting dialectic capable of introducing innovative and generative elements of analysis. In this sense, he takes into consideration what may be the risks but above all the opportunities of imagining Special Pedagogy as Inclusive Pedagogy, an opportunity that he foresees not only for Special Pedagogy but for the whole Science of Education
Bocci F., Personalità e professionalità nella formazione degli insegnanti. Contributo di ricerca per un nuovo dibattito, in «Psichiatria dell’infanzia e dell’adolescenza», 3, 2001,
No full textIl dibattito pedagogico sulla figura dell’insegnante è stato caratterizzato negli ultimi cinquant’anni da posizioni che hanno privilegiato ora le qualità personali ora le competenze professionali, incidendo anche sulla formazione dei futuri docenti. L’autore suggerisce che la lunga assenza di un percorso formativo omogeneo sul piano nazionale abbia determinato il prevalere e lo stabilizzarsi di convinzioni orientate soprattutto verso le qualità personali. Con questo lavoro si è cercato di verificare questa ipotesi, attuando nuovamente una indagine già condotta negli anni Sessanta. Inoltre, si è cercato di verificare se l’esplicitazione delle convinzioni e delle aspettative che i futuri docenti hanno circa la professione scelta, posta in atto mediante la realizzazione di un laboratorio incentrato sulle rappresentazioni cinematografiche degli insegnanti, modifichi tale sistema di valori orientando le scelte verso le competenze professionali.The last fifty years has been characterized by a large debate on the figure of the teacher, based on different perspectives: from one side has been underlined the relevance of personal qualities; from the other stressed the major role of the professional competences. Starting from the evidence that the italian situation locked of homogenous formative curricola, the Author hypothizes that this have lead, as a consequence, the extraevaluation of the personal qualities despite to professional competences. Starting from the results of a relevant research of the Sixtees that suggested this hypothesis, the Author have applied a modified version of that in a more modern and time-related way. The results seems to confirm the validity of the hypothesis. Moreover, the Author hypothizes that the realization of a educational workshop on movies about teaching, for prospective teachers, modified their expectations about the professional choice and leeds to the professional competences
Special Pedagogy
No full textThe author offers an analysis of the concept of Special Education since its inception - with Jean Marc Gaspard Itard and the Wild Boy of Aveyron - until today. In particular, attention is focused on the relationship between special education and general education, as well as the relationship of special education with other human sciences (such as medicine, psychology, sociology, philosophy, anthropology). Finally, it focuses attention on the contribution of special education teacher trainin
Scienza dell’Educazione, Pedagogia Speciale e Diversità nello sguardo di Luciana Bellatalla
No full textIn this article the author highlights the contribution made by Luciana Bellatalla to the analysis of the concept of diversity. In particular, he focuses his attention on the historical dimension investigated by the scholar and the resulting relationship between the Science of Education and Special Pedagogy, identifying in a specific historical moment − the Enlightenment −, and in close connection with the concept of diversity, the starting process that led to the emancipation of Pedagogy as a science
Post Traumatic Stress Disorder e Cinelinguaggio. Implicazioni pedagogico-speciali in ambito educativo e formativo
No full textIn questo articolo l'autore presenta un iniziale percorso di classificazione e di analisi di film che fanno riferimento al Post Traumatic Stress Disorder (PTSD). Inoltre si forniscono alcuni suggerimenti applicativi dei film selezionati finalizzati alla progettazione di iter formativi sul PTSD indirizzati a studenti, insegnanti, genitori, educatori ed operatori socio-sanitari.In this article the author presents an initial path of classification and analysis of films referring to Post Traumatic Stress Disorder (PTSD). Moreover some application-oriented advices on the selected films are given in order to project training courses on PTSD addressed to students, teachers, parents, educators, and social and health workers
Movies in Education: A Non-Formal Approach for Lifelong and Lifewide Learning
No full textThe cinematic language, in addition to acting as a persuasive mediator to be used in training contexts, can represent a meeting point between non-formal and formal education in the different lifelong-lifewide learning contexts. In this paper, the author specifies what we usually define as cinematic experience starting from the correlation between physical space (I’m going to the cinema) and visual act (I’m going to see a film).Then, he describes the components of the cinematic language (for example: long/full shot, plan américain/medium long shot, medium shot, medium close-up, close-up and extreme close-up, extreme wide, long/wide, etc.).Moreover, the author presents the psycho-pedagogical characteristics that are activated while participating in the viewing of a film. Finally, describes two examples of non-formal education through cinematic language. The first one refers to the Visualfest, a contest organized by the Department of Education of Roma Tre University, that aims to promote the dissemination of works created by scholars, teachers, students, educators and professionals who use images as a vector of knowledge. The second one is Co-Educa, an initiative of co-education, of alliance between the scholasticeditorial-cultural-scientific fields for the construction of a network of active subjects and the establishment of an authentic pedagogical agora
Disabilità visiva e inclusione sociale e lavorativa nel mondo globale
No full textNel presente contributo l’autore, prendendo le mosse da una serie di dialoghi con alcuni interlocutori privilegiati, cerca di analizzare criticamente, anche richiamandosi alla prospettiva dei Disability Studies, alcune questioni che attengono all’inclusione sociale e lavorativa delle persone con impairment visivo. Il tentativo è quello di avvalersi della
questione specifica, la disabilità visiva, per ragionare sui meccanismi socio-politico-culturali dell’attuale mondo globalizzato, dominato dalle logiche neoliberiste e dall’egemonia dell’abilismo.In this paper the author, starting from a series of dialogues with some privileged interlocutors, analyse in a critical point of view, also referring to the perspective of Disability Studies, some issues pertaining to the social and occupational inclusion of people with visual impairment. The attempt is to make use of the specific issue, visual impairment, to discuss about the socio-political-cultural mechanisms of the current globalized world, dominated by neoliberal logic and by the hegemony of ableism
Disabilità e Didattica a Distanza a scuola durante la Pandemia Covid-19. Una riflessione intorno alle narrazioni dei diversi protagonisti
No full textThe Covid-19 Pandemic represented and continues to represent an event that, in addition to arousing
apprehension and concern for its dramatic implications, has determined a real disorientation compared to
what were the consolidated habits of people. Schools, too, inevitably suffered consequences, in particular
due to the decision of some countries, including Italy, to close them for a long period in order to cope with
the spread of the SARS-Cov-2 virus. These consequences have concerned the modification of the teaching
method, as well as interpersonal relationships, with a greater impact on the most vulnerable fringes of the
population.
In this contribution, the author tries to reflect on the narratives of what was experienced and perceived by
various protagonists (institutions, families, teachers and managers associations, education scholars) in
reference to the use of distance learning school and its impact on learners with disabilities and inclusive
processes
L’abilismo e i corpi intralciati nella rappresentazione mediale
No full textThe author of the paper, after some preliminary thoughts about the social representation of disabled bodies – which are based on a wide currently available references – analyzes a social communication campaign carried out in 2016 as
part of the World Day on Down Syndrome trying to highlight some critical aspects related to the ways in which the image of the person with disabilities was offered
“Il Tempo e la Storia”. Un libro, un luogo e un film per la Pedagogia Speciale
Full text linkStarting from some suggestions of the television program Il Tempo e la Storia, broadcasted by RAI, the author identifies a book, a place and a movie as emblematic elements characterizing the Special Pedagogy. In continuity with previous personal and other scholars’ (Gatto, Canevaro, Trisciuzzi, Crispiani, De Anna, Goussot, d'Alonzo, Pavone, Mura, Galanti, Zappaterra and others’) papers, the author in this article tries to highlight some typical historical events of the education of disabled people, who seldom are included in the History of Education and Pedagogy. In particular, also here emerges what seems to be a peculiarity of Special Pedagogy, that is, bringing out issues related to the education of all (starting from the most vulnerable ones) but often not immediately visible to all (and among these, even those should be insiders)
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