1,720,972 research outputs found
Autism: Corporeity, Motor Activity and Sport
No full textMotor activity and sport can improve balance between body and mind, aiming at maintaining and developing skills and qualities, and allowing stimulating and strengthening individual resources that, over time, can become great strength and adaptation tools. Corporeity is a particular mediator between the individual and the environment, which grants particular privilege to the being. Corporeity is movement, and the latter, through the former, becomes a way of understanding the world; so the body movement itself is a way to communicate, make oneself understood, express one’s own thoughts and feelings, and, considering the characteristics and the problems of autism, these elements can represent valid support and help instruments. For a person with autism spectrum disorder, motor activity represents an important opportunity for the support and development of functional skills that, in some areas, are particularly compromised. The body and movement education through game, sport and motor activity provide the autistic sub- ject a concrete opportunity to effectively acquire the fundamental assumptions of the basic social rules, the most suitable behaviors in different contexts, and a greater control of their body and actions
Didattica e Pedagogia Speciale. Percorsi educativi e formativi per BES e DSA
Full text linkGli aspetti didattici, educativi e della formazione degli studenti, gli approcci pedagogici speciali, le principali tecniche e metodologie didattiche innovative e gli ambiti dell’educazione motoria e sportiva, sono approfonditi con chiarezza ed efficacia all’interno di questo volume che si identifica quale valido strumento didattico e di sostegno per la ricerca nel campo delle scienze didattiche, pedagogiche, motorie e sportive
Musictherapy: Music as a Tool of Healing
No full textMusictherapy is a therapy that uses music, rhythm, sound and melody in certain circumstances of disease or disa- bility, in order to facilitate and improve social, communicative and relational aspects. This kind of technique is part of the broad group of expressive therapies that use emotions, feelings and perceptions for therapeutic purposes as a form of communication and relationships with others. Through the therapeutic use of music it is possible to work on physical, psychological and sensory dimensions, facilitate social experiences and develop a greater awareness of one’s own abilities. Musictherapy is characterized as a preventive, therapeutic, and rehabilitative intervention, its purpose is to support the development and evolution of aspects related to motor skills, emotions, language and socia- bility. Communication through a sound and/or musical channel acts on obstacles and dif culties in communication, society, relationship and expression. Musictherapy has taken a central role not only in purely health-rehabilitative sectors, but especially in the eld of education and school; music can be a powerful social mediator by setting up a dialogue with oneself and with others
DOPING: EDUCATION AND PREVENTION
No full textEducation and prevention represent, in the complex world of doping, a fundamental aspect for it allow us identifying its characteristics and, at the same time, acting on the origins of this phenomenon, by working on aspects that are facilitators, co- responsible and involved in it. Doping refers to the use of substances or drugs that an athlete takes to improve his performance. Being it a phenomenon of great complexity, it requires a deep and exhaustive analysis, which cannot ignore the convergence and confluence of different aspects that, on the one hand, show and explain the reason why this phenomenon exists and, on the other, are elements that support the education and prevention of this large and extended field
Learning to learn: a Pedagogical Proposal in Scientific field for SLD
No full textLe molteplici modalità che contraddistinguono e caratterizzano l’apprendimento necessitano e richiedono nuove forme di insegnamento, che possano soddisfare le caratteristiche e le peculiarità di ogni persona. Contesti educativi come scuola ed università dovrebbero rispettare queste forme differenziali di apprendimento puntando a nuove strutture di insegnamento, che non si limitino a trasmettere il sapere come semplice accumulo di informazioni. Nasce la necessità, per soggetti con Disturbi Specifici dell’Apprendimento, di ricercare e predisporre adeguati strumenti e strategie didattiche, che possano supportare le principali necessità del soggetto in ambito personale, emotivo e relazionale. Ciò si ottiene fornendo agli studenti un ampio spettro di conoscenze che si rivolgono, da una parte all’ambito pragmatico e strategico della didattica, e dall’altra, alla consapevolezza, alla comprensione ed alla osservazione delle attitudini e abilità personali, che regolano e facilitano l’apprendimento cognitivo, incrementando, parallelamente, competenze individuali e sociali. Lo sviluppo, quindi, di abilità cognitive e metacognitive consente di raggiungere una maggiore consapevolezza e conoscenza delle proprie abilità, una rilevante capacità di gestire e condurre il proprio percorso di apprendimento, contribuendo all’evoluzione ed allo sviluppo del soggetto in ambito personale, relazionale ed educativo
- …
