Special Education’s view of young people, disabilities and educational contexts

This paper intends to outline the theme of young people with disabilities, with respect to the educational contexts to which they belong. Starting with brief references to the situation faced by young people in Italy, the author takes up themes dear to Special Education, with a particular focus on the theme of ‘belonging’ (relational, affective, cultural and institutional), which is often lacking or non-existent for those with a disability. The family, school and community of reference represent the educational ‘contexts’ of greatest interest and responsibility, in order to initiate young people’s identity processes and contain the risks deriving from ‘adhesive identities’ and ‘false selves’. The family contributes extensively to the positive development of self-orientation and the school can put itself forward as the most important reference point in learning processes, through the group. This widespread responsibility of educational contexts can also contribute to reducing situations of poverty and marginality that are, in fact, real conditions of capability deprivation, which prevent access to all the opportunities that life offers, risking further aggravation of ‘problematic’ situations, making them chronic and depriving them of a positive development

From segregation to protagonism. The great lesson of young blind people in Italy

Special Pedagogy is a continuous composition of relations, actions and projects. Special Pedagogy should not have the presumption to consider worthy only those questions to which we already know the answer. It should learn to live with questions that do not have ready prepared answers. Its task is to seek answers without being sure of finding them. Special Pedagogy owes much of its knowledge and wealth of experience to the cultural presence of persons with disabilities: in this paper, thanks to the efforts of people with disabilities and their fight for civil rights in Italy, we present the historical and socio-cultural path from segregation (institutionalization) to the inclusion in the society of blind people, with a particular attention paid to the adolescenthood

Different mirrors Sibship, disability and life phases

Although siblings perceive the differences between themselves and the disabled brother/sister - through observation, everyday interaction and direct comparison – without any gradual and specific guidance, they have great difficulty in understanding the actual situation and in finding answers for the various questions concerning their disabled brother/sister that may spring to theirminds. As a result, without appropriate and careful explanations from adults, siblings risk building a distorted and even dysfunctional image of their brother/sister’s disability, particularly in early childhood but also – albeit to varying degrees – in adolescence and adulthood.Based on these initial assumptions, 2009 witnessed the start of the research project “Essere fratelli. Vivere la disabilità” (“Being siblings. Living with disability”), the aim of which was to investigate– from an educational and pedagogical perspective – sibling relationships and disability. How to support and provide guidance for the life plan of brothers and sisters of the disabled?Which actions and educational interventions would help to guarantee this? Starting from (and through) the initial question of “how to communicate the diagnosis to siblings of disabled people”, the research highlighted some interesting educational dimensions that led us to refine our thoughts, in terms of the importance of supporting the siblings of the disabled person as well as the parents. The following considerations focus on the main conceptual issues linked to the communication of the diagnosis, sibling relationships, relationships with parents in the different life cycle phases: childhood, adolescence, adulthood

Didactics towards a Bottom-Up Museum Approach

The educational action to heritage does not consist uniquely in communicating the symbolic and cultural contents, yet and mostly in the possibility of reflecting on the identity of man and his community of belonging, which heritage is an expression of. In such a sense, the museum becomes a welcoming place when it supports an opening attitude to the person through different educational dimensions, among which the intellectual, emotional-relational, ethic and aesthetic ones. Such opening capable of promoting the necessary languages and tools, lets the museum become an institution able to guarantee an accessibility for all and each single person

Splenic extramedullary hematopoiesis in dogs is frequently detected on multiphase multidetector‐row CT as hypervascular nodules

Extramedullary hematopoiesis (EMH) is the formation and development of blood cells outside the bone marrow, and in dogs it frequently occurs in the spleen. Although splenic EMH is a relatively common condition, data regarding its appearance in veterinary medicine are lacking. Our aim was to describe different multidetector computed tomographic (MDCT) features of splenic EMH in dogs. In this descriptive retrospective study, dogs with cytological diagnosis of splenic EMH and three-phase MDCT study of the abdomen were included. Multi-detector CT findings recorded were splenomegaly, appearance of the parenchyma, and mean attenuation of the spleen and lesions. Out of 89 dogs included, 55 (62%) presented multifocal nodular aspect, 14 (16%) mass, 12 (13%) diffuse heterogeneous parenchyma, and eight (9%) normal spleen. Most lesions were hyperattenuating to the parenchyma in the arterial (57/89, 64%) and portal (59/89, 66%) phases; whereas in the interstitial phase only 40 of 89 (45%) were hyperattenuating. The mean attenuations of the lesions were higher compared to the values of the adjacent spleen, and the difference of the mean attenuation between the hyperattenuating lesions and the parenchyma was significantly higher in arterial and portal phases than in interstitial phase (P < .0001). The most frequent MDCT aspect of splenic extramedullary hematopoiesis consists of multiple nodules hyperattenuating to the normal spleen, best visualized in the arterial and portal phases

Scritti di Enrico Goussot, Angelo Errani, Dimitris Argiropulos. In ricordo di Alain Goussot

Scritti di Enrico Goussot, Angelo Errani, Dimitris ArgiropulosIn ricordo di Alain Gousso

Gli studenti universitari tra formazione e ricerca. Il contributo della didattica alle professioni educative, nei processi inclusivi

In this paper, we present some indications of enhancement of the didactics and, inparticular, to enhance the apprenticeship. We twist this proposal with the relevanceof the implementation of inclusive processes, referring – especially – to situationswhere we encounter minors with disabilities. In the economy of this paper, we tryto highlight some elements that may be useful even when the social context and policy choices do not seem to support the goal of inclusionNel presente contributo, intendiamo presentare alcune indicazioni di valorizzazionedella didattica e, in particolare, del tirocinio, intrecciando questa propostacon la rilevanza dell’attuazione dei processi inclusivi, in riferimento – soprattutto– a situazioni nelle quali incontriamo minori con disabilità. Nell’economia delpresente lavoro, cerchiamo di cogliere alcuni elementi che possano risultare fruibilianche quando il contesto sociale e le scelte politiche sembrano non sostenerel’obiettivo dell’inclusione

Interview with Caldin Street, Part 2

Part 2 of two part interview with Caldin Street recorded on March 12, 2013. Ms. Street is interviewed by Kalamazoo College student Craig Isser as a part of SHARE\u27s (formerly known as the Southwest Michigan Black Heritage Society) Baldwin Archive Engaging the Wisdom Project with Kalamazoo College. During the interview Ms. Street discusses the following topics: Attending Loy Norrix High School and the racism she experienced as one of the first black students to attend after integration; Singing as a form of therapy at school; Transitioning from Kalamazoo to Detroit; Civil Rights action and involvement with the NAACP; Experiences with riots in Detroit after the Martin Luther King, Jr. assassination; Civil Rights and the music industry; Traveling as a means of education and experience; Going on tour with Dick Clark Caravan of Stars after graduating high school and experiencing discrimination in the South; The powerful role of historical figures such as Rosa Parks and Emmett Till; Forgiveness as a means of healing and surviving constant discrimination and hatred. Additional files include full transcription and abstract (includes content timestamps).https://scholarworks.wmich.edu/engaging-the-wisdom/1006/thumbnail.jp

Editoriale

Editorial

De Visu : disabilità visiva e agire educativo

I testi raccolti in questo volume open access — scritti dall’autrice in momenti differenti del suo lungo percorso, al contempo professionale ed esistenziale, nel campo della disabilità visiva — illustrano snodi critici, dimensioni teoriche e direzioni operative del lavoro sul deficit visivo. Cecità e ipovisione vengono lette attraverso lenti progettuali, all’interno di un contesto pedagogico-educativo unitario, guardando sempre alle dinamiche evolutive potenziali, in atto e future, ed evidenziando costanti e affinità con le questioni generali dell’educazione. Per l’attenzione che dedica alla dimensione esperienziale e relazionale della disabilità visiva, il libro è di sicura utilità per chi si accosta come educatore, genitore, operatore o studioso ai problemi educativi di bambini, adolescenti e adulti con deficit visivo; ma si rivolge anche, più in generale, a tutti coloro che, affascinati dall’incontro con situazioni educative complesse, si sentono pronti ad accogliere le inaspettate armonie e le sorprendenti risorse che esse riservano