8,078 research outputs found
Ripensare l’accessibilità museale per creare spazi esperienziali generativi di inclusione e innovazione
No full textL’Italia vanta la maggiore presenza e la più capillare distribuzione di luoghi della cultura su tutto il territorio
nazionale. Tuttavia, un terzo di questi siti non si può considerare inclusivo (ISTAT, 2022). Renderli accessibili,
significa aprirli a uno scenario che pone il visitatore al centro, nel rispetto della sua autonomia e delle sue
capacitazioni (Sen, 2000), studiando strategie che ne consentono la partecipazione e la co-progettazione
inclusiva. A questo scopo, agli studenti del corso di Pedagogia e Didattica Speciale dell’Università Ca’ Foscari
di Venezia, è stato affidato il compito autentico di ripensare l’accessibilità di un’istituzione museale a scelta,
utilizzando i sette principi del modello dell’Universal Design di Ronald Mace (1985). Tale modello è stato integrato
con quello di Sandell e Dodd (2010) per mettere a fuoco le barriere esistenti e quello del Hierarchy
of Needs di Maslow (1954) per indicare possibili soluzioni volte a soddisfare l’eterogeneità dei bisogni dei
pubblici. Il paper evidenzia come le pratiche museali possano essere rimodellate attraverso l’apporto della
pedagogia speciale, facendo dell’accessibilità una risorsa collettiva e il prerequisito di ogni progettazione volta
all’empowerment dei visitatori.Italy can claim the largest presence and the most widespread distribution of cultural sites throughout the
country. However, one third of these sites cannot be considered inclusive (ISTAT, 2022). Making them accessible
would require a focus on visitors, respecting their autonomy and capabilities (Sen, 2000), by studying
strategies that allow for participation and inclusive co-design. To this end, students on the Pedagogy and
Special Education course at Ca’ Foscari University of Venice were given the task of actually rethinking the
accessibility of a museum institution of their choice. To reach this goal, the students applied the seven principles
of Ronald Mace’s universal design model (1985). This model was complemented by Sandell and Dodd’s
model (2010), in order to focus on existing barriers, and Maslow’s Hierarchy of Needs model (1954), in order
to identify possible solutions to meet the visitors’ diverse requirements. This paper illustrates how museum
practices can be reshaped with the contribution of special pedagogy, making accessibility a resource and a
prerequisite for any design aimed at visitor empowerment
L’uso del Digital Storytelling in contesti di apprendimento cooperativo per l’inclusive education e l’acquisizione delle competenze chiave di cittadinanza. Digital Storytelling: A powerful Cooperative Learning methodology for inclusive education and the acquisition of citizenship key-competencies.
No full textThis paper presents the project and implementation of a Digital Storytelling
Lab in two secondary-school classes with students (11-13 years old) with significant
special educational needs.
Heterogeneously grouped, students were trained to use DS as a cooperative
learning digital environment, aimed at social inclusion and acquisition
of citizenship key-competencies.
Thanks to an environment that allowed them to experience problem solving,
creativity, discussion, analysis and interpretation, students were able to
appreciate the importance of experienced knowledge, to develop social
skills and to take up both individual and group responsibility
L’inclusione scolastica raccontata dai docenti precari in un laboratorio di scrittura autobiografica volto alla ricerca del proprio sé personale e professionale School inclusion from the perspective of temporary teachers in an autobiographical workshop to achieve personal and professional growth
No full textPer le scuole, la cultura dell'inclusione è il terreno su cui coltivare un modo diverso di pensare alla disabilità e alla diversità umana. Ma fino a che punto il sistema educativo, le scuole e gli insegnanti riescono ad attuare processi inclusivi che rispondono efficacemente ai bisogni educativi di tutti gli studenti?
Questo è ciò che è stato chiesto ai quarantuno insegnanti precari che frequentano il corso di formazione da 5 CFU del Master in Didattica dell'inclusione e dell'educazione speciale, durante un workshop autobiografico.
I docenti precari, che hanno l'opportunità di entrare in contatto con diversi ambienti scolastici, hanno fornito preziosi spunti di riflessione sulle dinamiche dell'inclusione condividendo le loro esperienze personali con colleghi, studenti, dirigenti e genitori. Hanno ridefinito e reinterpretato il proprio sé personale e professionale, fornendo un quadro dettagliato dell'inclusione nel sistema scolastico italiano. Le barriere all'inclusione sono state identificate come: stereotipi e pregiudizi, insegnanti e dirigenti impreparati o insensibili, classi sovraffollate, mancanza di continuità didattica, orari rigidi e spazi inadatti alla cooperazione di gruppo, scarsa comunicazione tra insegnanti della stessa classe.For schools, the culture of inclusion is the ground on which to cultivate a different way of thinking about disability and human diversity. But to what extent do the education system, schools and teachers succeed in implementing inclusive processes that effectively address the educational needs of all students?
This is what the forty‐one temporary teachers attending the 5 CFU‐training course of the Special Education and Inclusion Didactics Master's programme were asked to talk about during an autobiographical workshop.
The temporary teachers, who have the opportunity to come into contact with various school environments, provided valuable insights into the dynamics of inclusion sharing their personal experiences with colleagues, students, managers and parents. They redefined and reinterpreted their personal and professional selves providing a detailed picture of inclusion in the Italian school system. Barriers to inclusion were identified as: stereotypes and prejudices, unprepared or insensitive teachers and managers, overcrowded classes, lack of didactic continuity, inflexible timetables and unsuitable spaces for group cooperation, and little communication between teachers of the same class
LA DIDATTICA DELL’EDUCAZIONE CIVICA NELLA SCUOLA SECONDARIA: UNO STUDIO DI CASO CON I DOCENTI PRECARI
No full textThis paper aims to contribute to the ongoing debate following the reintroduction of civic education in Italian schools. This research seeks to gain insight into the reception of such reintroduction, focusing on the perspective of secondary school temporary teachers. The constraints about the cross-curricular nature of the teaching, the compulsory number of hours per year, the collective work required to integrate the teaching of ciciv education with the planning of the individual disciplines and the agreement to be reached during the assessment stage have led to suggestions for the teaching of a discipline that has been fragmented and confined to very few minutes in the school timetables
Intergenerational learning for developing entrepreneurship and promoting active citizenship
No full textThe most important policy documents that have shaped European cooperation in the field of economic, social and educational sciences in the last decade, and which are also bound to influence what will happen until 2020 in an international context, recognize the need for the design of a new learning model focused on personal development throughout the course of life, in the spirit of positive interdependence and reciprocity between generations.
In this milieu, it is necessary to rethink some basic tenets of pedagogical thought, which has started taking into account the age of older adults only in recent years.
Through this paper we want to test how well the medium of intergenerational learning, fo-stered by experiential learning and by analyti-cal, simulative, relational and narrative techni-ques, can lend itself to becoming an effective tool for defining new training and learning models to develop Entrepreneurship in non formal and informal contexts
Modelli e strategie didattiche per insegnare nella scuola secondaria
No full textPer insegnare in modo efficace, gli insegnanti devono possedere un articolato repertorio di competenze, tra cui quelle metodologico-didattiche, che assicurano la qualità della progettazione, in coerenza con i bisogni educativi degli allievi.
Ma quali modelli didattici e operativi adeguati alle classi e ai singoli studenti e con una salda base teoretica, possono risultare decisivi ai fini del successo formativo? Il testo mira ad indicare ai docenti come gestire più consapevolmente la propria pratica didattica, compiendo scelte più efficaci, coerenti e durature, avvalendosi dei risultati che la ricerca ha avuto modo di comprovare, confrontando modelli ed esperienze già sperimentate.
Oltre ai richiami teorici, il testo è corredato di indicazioni operative, riflessioni, suggerimenti, esempi, che permettono ai docenti di poter applicare e trasferire le strategie didattiche in diversi contesti
The University of the Third Age in Italy: A Dynamic, Flexible, and Accessible Learning Model
No full textThis chapter describes how Italy has recognised the need for continuing educational opportunities for its ageing population with the creation of Universities of the Third Age (U3As), especially encouraged by precedents in France and England during the 1970s and 1980s, respectively. The term ‘university’ is used in the medieval sense, denoting member students engaged in the selfless pursuit of knowledge and truth as an end-in-itself. U3As constitute settings where older persons participate in cultural projects that augment both self-awareness and social responsibility. In Italy, there are five organisations which run recognised U3As: Unitre (250 branches), FederUni (250 branches), Uniauser (120 branches), Cnupi (40 branches), and Unieda (34 branches). Although all U3As share common objectives such as a lifelong learning ethos that considers some form of gerotranscendence as essential, there are also significant differences in structure and organisation between them; these vary according to the particular features of each U3A and the ways in which they are accessible at local level. The continuous ageing of Italian society throughout the current century (Italy is the second oldest country in the world) suggests that more older adults will join U3As in the near future, and thus, will require more varied continuing educational programmes, putting on more logistic and financial pressure on the U3As. The fact that U3As rely on their members’ voluntary work may actually be turning against the interests of this movement, as governments tend to take this global and national initiative for granted
Learning to teach LifeComp to cope with life challenges: a case study among university students. La didattica delle LifeComp per fare fronte alle sfide della vita: uno studio di caso in ambito universitario.
No full textSkills enabling individuals to face life challenges are crucial in a rapidly changing world. The European Union promotes the LifeComp framework in a lifelong learning perspective. However, how can individuals learn to unlock their potential, to self-regulate and deal with complexity? To what degree does secondary education foster personal growth? Students from the Teaching Education course at Ca' Foscari University in Venice experimented with the theories, methods and techniques of LifeComp-based teaching and subsequently proactively analysed their own educational path through autobiographical writing. The thematic analysis results revealed limitations to personal agency within the school system and the need to teach LifeComp to enable students to build a participatory and self-determined life project
Co-progettare i Percorsi per le Competenze Trasversali e per l’Orientamento (PCTO) per essere protagonisti del proprio futuro: uno studio con gli studenti della Secondaria di secondo grado | Co-designing Pathways for Transversal Skills and Orientation (PCTO) to be the main players of their own future: a study with secondary school students.
No full textIl contributo approfondisce la valenza orientativa,
inclusiva e di empowerment dei Percorsi per le
Competenze Trasversali e per l’Orientamento
(PCTO). Si dà qui voce a sedici studenti della
secondaria di secondo grado che, dopo aver
frequentato il corso “Lifecomp e nuove tecniche di
apprendimento per il life design”, hanno
partecipato a tre focus groups per analizzare gli
obiettivi raggiunti, le criticità e il senso dei PCTO
nella propria formazione. I dati, trattati tramite una
analisi tematica, rivelano che i PCTO sviluppano
senso del dovere, responsabilità, adattamento,
empatia, intraprendenza, consapevolezza,
autostima, autonomia e capacità critica. Tra le
criticità i partecipanti indicano: la competenza
delle figure di riferimento, gli atteggiamenti dei
tutors aziendali e la coerenza tra l’esperienza fatta
e il proprio corso di studi. Enfatizzano che i PCTO
devono essere frutto di una co-progettazione che
li veda designer e protagonisti del proprio
progetto di vita.The paper explores the guidance and
empowerment value of the Pathways for
Transversal Skills and Orientation (PCTO) and
presents the perspectives of sixteen secondary
school students who participated in the training
“Lifecomp and new learning strategies for life
design”. They took part in three focus groups
aimed at analysing their expectations, goals
achieved, critical issues and the meaning of
PCTOs. Data were processed through a thematic
analysis. The findings show the significance of
PCTOs to develop of a sense of responsibility,
adaptabi l i ty, empathy, ent repreneurship,
awareness, self-esteem, autonomy and critical
thinking abilities. Among the critical aspects, the
par ticipants highlighted some inadequate
expertise of reference staff, the superficial
behaviour of the tutors and inconsistencies
between the experience and their own studies.
They remarked that PCTOs should be codesigned
proposals which see them as designers
of their own life project
Educazione intergenerazionale ed innovazione didattica. Studio di caso: progetto Plinio, quando gli anziani insegnano a fare impresa. Intergenerational Education and Didactic Innovation. Plinio Project: Getting the Elderly to Coach new Startups.
No full textDespite the fact that entrepreneurial skills are part of the key competences to be achieved, by the end of secondary school, in Italy there are no present educational policies about it.
This paper describes the project “Plinio” presented as a case study. A group of retired managers offered their expertise to help students, attending a vocational school, in forming a start-up enterprise. As such, it is a training programme
aimed at teaching how to translate ideas into action, to plan and
manage projects to achieve objectives. At the same time emphasis is put on
valuing the expertise gained in the course of personal and professional life by elderly people
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