New technologies for inclusive education

Considerable changes on the methods of communication, as well as on the knowledge building and social interactions, are a result of innovations linked to the use of the mass media, of digital tools for information processing and on the massive diffusion of the Internet. One of the most significant technological innovations of the last few years is undeniably Internet, established thanks to the Web around the beginning of the nineties. Numerous authors have investigated the changes resulting from technological evolution and the intertwining that is generated between technological innovation and knowledge production processes is of particular relevance. A lot of research also highlights the advantages related to the use of new technologies in teaching. The features of the new technologies allow, therefore, the activation of numerous perceptual and sensory channels that can help improve the learning experience. In this regard, Teatino considers: “the new horizons opened by multimedia represent the synthesis of the characteristics on which the mechanism of motivation is triggered: novelty, attractiveness, functionality and feasibility are qualitative factors that stimulate cognitive processes” (Teatino, 2010). The fundamental aspect of multimedia communication is certainly the dynamism and multisensory involvement that digital devices are capable of conveying by allowing the creation of rich and stimulating learning environments within the teaching context. Moreover, it should be stressed how important technological innovations are for students with disabilities or with specific learning impairment. In particular, the use of assistive technologies is fundamental for pupils with disabilities: these technologies represent a very important link between the “functioning” of students and their participation in school activities, allowing to overcome those barriers (not just physical) that limit their full inclusion. In this paper we intend to analyze the main characteristics of assistive technologies and, in general, of new technologies for the purpose of school inclusion, starting from the premise that it is essential to guarantee disabled students the full development of their potential to achieve their educational success.In this work we intend to reflect on the possible methodologies and on the multiple uses of new technologies in the creation of inclusive learning paths

El movimiento de empresas recuperadas en Argentina y su impacto en la construcción de sentidos

El presente trabajo abordará el campo de las respuestas sociales que se han organizado en Argentina en torno a las relaciones laborares, particularmente el análisis de los efectos psicosociales y de estructuración de subjetividad producidos desde empresas recuperadas por sus propios empleados y que se han logrado organizar en forma de Cooperativa. Serán tomadas algunas de las experiencias de la ciudad de Buenos Aires y del conurbano bonaerense para el análisis del movimiento de empresas recuperadas, indagando pasado, presente y futuro de las acciones colectivas. Se consultará material bibliográfico, fílmico y entrevistas abiertas a representantes de los emprendimientosFil: Chiusaroli, Miguel Angel. Universidad Nacional de La Plata. Facultad de Humanidades y Ciencias de la Educación; Argentina

An Existentialist Interpretation of Four Novels by Alberto Moravia

This analysis seeks to explore the existential qualities in four novels by Alberto Moravia: The Time of Indifference, The Woman of Rome, The Conformist, and Boredo

Special educational needs and evaluation

AbstractThe italian school is dealing with the matter of the evaluation of Special Educational Needs (SED). Since there are no legislative references that indicate which procedures to follow, it is left to the teachers’ discretion. Recent ministerial documents, though, suggest to refer to the existing normative on Specific Learning Disturbances, in particular to prepare the PDP, and to use the necessary tools to reach the estimated requisites for the SED.One of the main problems is still that of evaluation. Despite all the debates, even when evaluation is not used in a selective function it is not correctly used in an educational perspective, as a mean to teach, to improve the learning processes more than to penalize the results.In the following work, we aim at indicating some evaluating tools and approaches useful in the delicate assessment activity of teachers, mostly intended in its educational value