1,720,987 research outputs found
Nuevos enfoques de aprendizaje en el uso de herramientas TIC en los diferentes contextos de la Unión Europea
No full textEste artículo describe de forma concisa los resultados de dos proyectos financiados por el Programa de aprendizaje permanente, gestionado por el Ámbito Educativo, Audiovisual y Cultural (EACEA), responsable de programas de la Unión Europea (EU) en el ámbito de la educación, la cultura y el audiovisual. El objetivo de estos proyectos consiste en proporcionar sugerencias, orientaciones y asesoramiento para mejorar los resultados escolares de aprendizaje a través de algunos ejemplos de casos prácticos basados en la aplicación de las TICs en los diferentes contextos de aprendizaje europeo. Las muestras seleccionadas de todos los países que participan en el proyecto nos sirven de comparativa y se refieren a las TICs como medio para apoyar y mejorar las experiencias de aprendizaje, especialmente cuando están apoyados por los enfoques pedagógicos, supuestos educativos, materiales innovadores y nuevas actividades de aprendizaje. Se estudia en más profundidad como la formación en estos recursos pueden ayudar a los profesores noveles en los procesos de capacitación en la utilización de las TICs sin olvidar la importancia de la didáctica y la metodología en su aplicación. Para ello, se utilizará una estrategia tremendamente participativa donde los profesores y los alumnos implicados en el proyecto sean activos e intervengan en su proceso de aprendizaje. Las conclusiones obtenidas como se detallaran seguidamente son muy positivas y nos pone de manifiesto la importancia de las TICs para motivar al alumnado a aprender y asimilar conocimientos que pueden parecer arduos desde otros métodos de enseñanzas
Empowerment of youth with intellectual disabilities through a personalized transition program for acquiring employment skills
No full textTo date, research on Intellectual Disability (ID) has focused almost exclusively on childhood and early
interventions to support development. Adolescents, youth and adults with ID are an under-studied
population. As a matter of fact, in the 21st century, new strategies, new partnerships and new
perspectives are needed in most European countries, including Ireland, to empower youth with ID to
acquire employment skills. The research presented considers and addresses the current educational
and career preparation context for youth with ID in Ireland. We have developed a transition
programme, E-IDEAS “Empowerment of youth with Intellectual Disabilities through Education and
training for Acquiring Employment Skills”, aimed to develop evidence based pathway that provides
real-life work experience highlighting the importance of promoting better employment skills and
outcomes for youth with ID.
The framework is composed by two curricula for supporting the transfer of knowledge and skills:
− Employment preparation curriculum
− Individualized work-placement curriculum
The first curriculum was developed using a “top/down” driven approach, which means it was based on
best practice outcomes from previous research. The second curriculum will be realized using a
“person centre approach”, in order to match person’s needs with employment context requirements,
for guaranteeing an effective work-placement experience. Participants will be provided with a range of
aids such as job-coaching, peer-to-peer support with non-disabled co-workers and mentoring as
appropriate.
Through a mix of participatory research and qualitative and quantitative research methods, E-IDEAS is
engaging youth with ID, family members and carers, service providers, educators and employers.
Participants are 10 youths with mild to moderate ID that will be supported also by Information
Communication Technology and Assistive Technology (ICT-AT) solutions to acquire employment and
independent living skills. The delivery and evaluation of both the curricula designed as well as the
mapping of customizable ICT-AT with educational and employment purposes and the analysis of the
impact on different participants/stakeholders will be discussed
Social inclusion through participatory & emancipatory approaches. Implementing active citizenship & socially innovative actions in the framework of human rights model of disability
No full textOver the last few years, social inclusion of vulnerable groups has increased as teoretical concept. Nevertheless example of pratical instruments to improve this are lacking.
This book, therefore, provides a new trajectory of research that focuses on participatory and emancipatory approaches.
This research should help shed some light on these new approaches especially useful to professionals in the field of disability.
In the first part of book an in-depth literature analysis of the main academic publications on the meaning of inclusion and disability is presented.
Follows a focus on participatory and emancipatory approaches in order to connect these with the concepts of active citizenship and socially innovative actions.
In the second part of the book two case studies concerning participatory and emancipatory approaches are reported and analyzed as example of the improvement of inclusion, through the involvement and participation of persons with disability.
This book contributes to providing a knowledge-base that fosters a shift from a situation of passivity, sickness and patient care to a new scenario based on the person’s commitment and active role
Participatory & Emancipatory Approaches in Disability Research. Possible allies for supporting active citizenship, civil rights and actions of social innovation
No full textThis paper addresses the debate surrounding the participatory & emancipatory approach in disability research. Its purpose is to answer three research questions related to what extent the participatory approach to research can encourage an active citizenship paradigm for the involvement of disabled people, to what extent emancipation through research can contribute to the affirmation of a civil rights model of disability and to what extent is it possible to consider these approaches as tools that can support the design and implementation of socially innovative actions. The paper is mainly inspired by academic literature and a review of international documents, assuming a disability perspective.
It is divided into three main sections. The first explores the participatory approach applied to research as an important component for achieving empowerment and contributing to definition of an active citizenship paradigm to be applied to disability field. The second presents the emancipatory approach to research suggesting possible connections with a civil rights model of disability.
The final section tries to assume that the participatory & emancipatory approach to research is a process, rather than an outcome addressed to find a sort of common denominator for the design, prototypisation and implementation of practices of social innovation
E-IDEAS TRANSITION PROGRAM: A PERSONALIZED LEARNING PATHWAY ADDRESSED TO YOUTHS WITH INTELLECTUAL DISABILITIES FOR ACQUIRING EMPLOYMENT SKILLS
No full textTo date, research on Intellectual Disability (ID) has focused almost exclusively on childhood and early
interventions to support development. Adolescents, youths and adults with ID are an under-studied
population. Youths with disabilities have less favorable transition outcomes than do youths in the
general population and employment opportunities are even less promising.
As a matter of fact, in the 21st century, new strategies, new partnerships and new perspectives are
needed in most European countries, including Ireland, to empower youths with ID to acquire
employment and independent living skills. The research presented considers and addresses the
current educational and career preparation context for youths with ID in Ireland. We have developed a
transition program E-IDEAS, “Empowerment of youth with Intellectual Disabilities through Education
and training for Acquiring employment Skills”, aimed to develop evidence-based pathway that provides
real-life work experience highlighting the importance of promoting better employment skills and
outcomes for youths with ID.
The framework of the transition program is composed by two curricula delivered concurrently for
supporting the transfer of knowledge and competences: Employment curriculum and Individualized
internship curriculum.
The first curriculum was developed using a “top/down” driven approach, which means it was based on
best practice outcomes from previous research and projects. The second curriculum will be realized
using a “person-centre approach”, in order to match person’s needs with employment context
requirements, for guaranteeing an effective work-placement experience. Participants will be provided
with a range of aids such as job-coaching, peer-to-peer support with non-disabled co-workers and
mentoring as appropriate.
Through a mix of participatory research and qualitative and quantitative research methods, E-IDEAS is
engaging youths with ID, family members and careers, service providers, educators and employers.
Participants are 10 youths with mild to moderate ID that will be supported also by Information
Communication Technology and Assistive Technology (ICT-AT) solutions to acquire employment and
independent living skills. The delivery and evaluation of both the curricula designed as well as the
mapping of customizable ICT-AT with educational and employment purposes and the analysis of the
impact on different participants/stakeholders will be discussed
Implementing a Service of Independent Living Using a Participatory Approach
No full textThis paper presents a case study about the implementation of a service of independent living using a participatory approach.
The service promoted living experiences in apartments with innovative activities, characterized by means for the development of personal autonomy addressed to persons with disabilities and older persons.
The paper shows the methodology applied, the experimentation process and the lessons learnt from the experience. Realized in the framework of the doctoral thesis titled “Social inclusion of vulnerable groups through participatory and emancipatory approaches. Implementing active citizenship and socially innovative actions in the framework of civil & human rights model of disability”.
The implementation of the service has allowed demonstrating the initial research hypothesis according to which “an open participation in the co-creation of a service makes life easier for vulnerable groups”.
Gaining more knowledge about how to involve vulnerable groups as co-creators of services. This aspect can support the shift from situations based only on medical approach (passive situation), towards ones based on human rights (active situation).
Placing the person with her/his needs, desires, objectives and expectations at the centre of actions and interventions
Life Coaching: A Method for Enhancing Patients’ Emancipation
No full textThis paper presents a case study conducted as part of a PhD Thesis on testing Life Coaching as a learning method for fostering emancipation in vulnerable groups (adult patients), using a participatory-action-research approach. The lessons learnt provides empirical insights on the implications for the implementation of non-medical methods that could allow a shift from a situation of passivity (patient care) to a new one of participation to the definition of new objectives or projects of life (active citizenship). This paper was conceived to fulfil an identified need to study and test innovative and non-medical methods for fostering adult patients’ self-determination
Orientamento, sviluppo delle competenze lavorative e di vita indipendente per studenti e studentesse con disabilità
Full text linkLa presente relazione intende mettere in evidenza l’importanza di promuovere azioni educative e didattiche volte a favorire l’acquisizione di competenze lavorative e di vita indipendente per gli studenti e le studentesse con disabilità (Boffo et al., 2012; Canevaro et al., 2022). La letteratura scientifica ha evidenziato come il lavoro assume una funzione decisiva nell’accesso alla vita adulta (Montobbio, Lepri, 2000). Dato che consente di fare nuove esperienze, elicita lo sviluppo di conoscenze, abilità e comportamenti che contribuiscono allo sviluppo dei processi di autodeterminazione e identitari. Partendo da una serie di evidenze emerse dall’analisi della letteratura a livello internazionale saranno approfonditi i seguenti aspetti: la progettazione di esperienze d’alternanza scuola-lavoro (PCTO) e le connessioni con il PEI nella scuola secondaria di II grado, i collegamenti tra azioni didattiche e Progetto di Vita, e il contributo dell’ICF nella definizione degli obiettivi educativi e nel monitoraggio di tali percorsi. Questi aspetti sono inoltre messi in relazione ad un’esperienze condotta dall’Università di Verona, che ha sviluppato una piattaforma online per mettere a disposizione degli insegnanti un supporto per la progettazione del PEI e di esperienze di PCTO
L'accomodamento ragionevole
No full textIl capitolo tratta del concetto di accomodamento ragionevole, introdotto per la prima volta dalla Convenzione sui diritti delle persone con disabilità dell’onu (2006, art. 2). Si riferisce all’eliminazione delle barriere, di diversa natura, che ostacolano la piena ed effettiva partecipazione alla vita delle persone con disabilità, sulla base dei principi di eguaglianza ed equità. Questo concetto è stato espressamente recepito dalla giurisprudenza italiana con l’art. 17 del D.Lgs. 3 maggio 2024, n. 62, che introduce all’interno della legge 5 febbraio 1992, n. 104, l’art. 5-bis
Fostering the Use of ICT in Pedagogical Practices in Science Education
No full textThe FICTUP project (Fostering the Use of ICT in Pedagogical Practices), funded with the support of the Lifelong Learning Programme of the European Union, aims to (1) create innovative training materials that suggest concrete pedagogical activities using ICT, accompanied by a close tutoring process, and (2) test the impact of the material and the tutoring on novice teachers' use of ICT in the classroom.
The innovative training material, developed collaboratively by both experienced and novice teachers to ensure its accessibility, focuses on specific classroom activities that use ICT. Each case includes a detailed description of the activity (PDF file) and three short, pedagogical videos (ca. 2-6 minutes each) that describe the transversal ICT skills brought into play during the activity. During the first year of the project, nine cases were implemented, some of which focused explicitly on the use of ICT in science education. This paper presents a number of different sample applications, such as “Device – measurement – evaluation: Use of ICT in physics (Hungary)”, “Exploring growth factors: Applying inquiry learning in biology (Finland)”, and “GeoGebra software: Mathematics teaching (France)”.
The increased use of ICT has led to the introduction of new pedagogical approaches, including Resource Based Learning (RBL) where varied learning needs are supported by a wide range of ICT assets. Science subjects in particular are extremely amenable to the advantages offered by RBL and the associated ICT assets. The implementation of technology-supported collaborative inquiry allows teachers to design the educational setting as an integrated whole that provides students with relevant technological tools, directs them to collaborate effectively, and promotes epistemologically high-level and creative ways of working with knowledge
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