1,721,159 research outputs found
Recensione al volume di Catia Giaconi e Simone Aparecida Capellini, Conoscere per includere. Riflessioni e linee operative per professionisti in formazione (FrancoAngeli, Milano, 2015, pp. 189)
No full textL'autore presenta la recensione del volume di Catia Giaconi e Simone Aparecida Capellini, Conoscere per includere. Riflessioni e linee operative per professionisti in formazione (FrancoAngeli, Milano, 2015, pp. 18
Characterization of Brazilians Students with Dyslexia in Handwriting Proficiency Screening Questionnaire and Handwriting Scale
No full textDespite technological progress, handwriting still constitutes an important activity among school aged students and is required for during 30%-60% of the school day. The aim of this study was to characterize Brazilians students with developmental dyslexia in handwriting proficiency screening questionnaire and handwriting scale: A total of 51 students with developmental dyslexia, from both genders, from 3rd to 5th grade of Elementary School. As procedure, all students’ teachers received and responded the handwriting proficiency screening questionnaire (HPSQ), translated to Brazilian Portuguese Language which is scored on a five Likert scale ranging from 0—“Never” to 4—“Always”, and a final score is summed. The questionnaire’s reliability and validity have been established and a sum of 14 was determined as the cut of score for handwriting deficiency. The Dysgraphia scale ranged from 0 to 17 points, being considered as having a dysgraphia pattern the student that obtained a grade equal to or greater than 8.5 points. Regarding HPSQ, 26 (50.9%) of dyslexic’s students scored above 14 points, being characterized to have a handwriting deficiency. Among the questions, most of the answers given by teachers was referring to “rarely”, which suggest that they don’t have perception of the handwriting difficulties of these students. Regarding the handwriting scale, 43 students (84.3%) met criteria for dysgraphia. Also, a statistical analysis was carried out, indicating that there was statistical difference between each question with the classification of dysgraphia. These results point to the necessity of orientation to teachers on the quality of writing students with dyslexia
The relationship between viso-motor skills and handwriting in students with dyslexia
No full textAim: To relate the viso-motor skills and handwriting of students with dyslexia. Methods: Twenty-two students with multidisciplinary diagnosis of dyslexia, aged from 8 years and 3 months to 13 years and 4 months, of both genders, from third to fifth grade of elementary school participated in this study. The students were submitted to the following procedures: Visual Perception Development Test III - DTVP III and Dysgraphia Scale. Results: The results indicated that most students with dyslexia were classified as dysgraphics. Therefore, from the analysis of the Visual Perception Development Test (DTVP-III) it was possible to observe that there was an impact of the variables related to the visomotor and fine motor skills. Conclusion: Nevertheless, the findings of this study indicate that dyslexic students presented difficulties in visomotor skills, thus impairing hand writing. Thus, most of these students presented compatible performance for disgraphic writing
Study Empowerment para a inclusão
No full textIl capitolo affronta la questione della didattica inclusiva in contesti dove sono inseriti soggetti con dislessia. La core category di analisi è il metodo di studio come via inclusiva per tutti gli alunni, in particolari modo per quanti presentano DSA. Il testo propone un percorso strutturato con specifiche app
Dislexia e línguas estrangeiras: perspectivas de análise e de intervenção inclusiva
No full textIl saggio mette in evidenza lo stato dell'arte degli studi su "dislessia e lingue straniere" e mette in evidenza le maggiori criticità e le possibili strategie di intervento in una ottica inclusiva
Drammatizzare per eludere: atleti con disabilità e visibilità mediatica. Un casus studi: l’incidente del 2001 di Alex Zanardi
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Recensioni
Full text linkLuigi d’Alonzo, Fabio Bocci, Stefania Pinnelli, Didattica speciale per l’inclusione,Brescia, Editrice la Scuola, 2015 di Angelo Lascioli, Università degli Studi di Verona Angelo Lascioli, Verso l’Inclusive Education, Edizioni del Rosone, Foggia, 2014,pp. 102. di Fabio Bocci / Università degli Studi Roma Tre Catia Giaconi e Simone Aparecida Capellini, Conoscere per includere. Riflessioni e linee operative per professionisti in formazione, FrancoAngeli, Milano, 2015, pp. 189 di Fabio Bocci / Università degli Studi Roma Tre Pasquale Moliterni, Didattica e scienze motorie. Tra mediatori e integrazione,Armando, Roma, 2013, pp. 320. di Luigi d’Alonzo, Università Cattoloca di Milan
Abitare il futuro. Politiche per la formazione. Atti del Seminario di Studi del Centro di Documentazione, Ricerca e Didattica nel Campo delle Professioni Educative e Formative (CIRDIFOR) dell’Università degli Studi di Macerata
No full textIl Centro di Documentazione, Ricerca e Didattica nel Campo delle Professioni Educative (CIRDIFOR) dell’Università degli Studi di Macerata si propone di valorizzare ricerche negli ambiti della pedagogia generale, della didattica, delle tecnologie, della multimedialità e della pedagogia speciale; di sviluppare e implementare percorsi di formazione per educatori e professionisti inseriti in contesti socio-educativi (famiglie, scuole, comunità, organizzazioni e istituzioni), volti anche alla presa in carico e all’inclusione di persone con disabilità; di documentare e socializzare ricerche, studi comparati e buone prassi. Questo volume raccoglie gli Atti del Seminario: “Abitare il futuro. Politiche per la formazione” (Università degli Studi di Macerata, 29 ottobre 2021). Con i contributi di: Simonetta Polenghi, Maurizio Sibilio (Ospiti Eccellenti del Centro); Michele Corsi; Pier Giuseppe Rossi, Lorella Giannandrea e Francesca Gratani; Flavia Stara; Catia Giaconi, Arianna Taddei, Noemi Del Bianco e Simone Aparecida Capellini; Stefano Polenta; Fabrizio d’Aniello; Chiara Sirignano; Rosita Deluigi; Laura Fedeli; Luca Girotti; Francesca Salis; Andrea Tarantino; Tommaso Farina.The Centre for Documentation, Research and Didactics in the Field of Educational Professions (CIRDIFOR) of the University of Macerata (Italy) aims at enhancing research in the areas of education, didactics, technologies, multimedia and special pedagogy; developing and implementing courses for educators and professionals in socio-educational contexts (families, schools, communities, organizations and institutions), also aimed at the inclusion of people with disabilities; documenting and socialising research, comparative studies and good practices. This volume collects the proceedings of the Seminar: “Living the Future. Policies for Education” (University of Macerata, October 29th, 2021). With contributions by Simonetta Polenghi and Maurizio Sibilio (Excellent Guests of the Centre); Michele Corsi; Pier Giuseppe Rossi, Lorella Giannandrea and Francesca Gratani; Flavia Stara; Catia Giaconi, Arianna Taddei, Noemi Del Bianco and Simone Aparecida Capellini; Stefano Polenta; Fabrizio d’Aniello; Chiara Sirignano; Rosita Deluigi; Laura Fedeli; Luca Girotti; Francesca Salis; Andrea Tarantino; Tommaso Farina
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