Interazione in classe e inclusione nella scuola primaria: uno studio di caso

The paper explores the inclusive implications of the teacher’s management of questions andfeedback in IRE (Initiation-Reply-Evaluation) sequences in terms of all pupils’ participation in theknowledge co-construction process and the development of a feeling of belonging to the class.The case study analysis, based on videorecorded data taken from whole-class instruction in aprimary school, shows how turn allocation, question design and corrective evaluative feedbackcan play a crucial role in fostering pupils’ participation in the learning process of the class, andhighlights the usefulness of applying a Conversation Analysis approach to studying inclusion atthe micro level of classroom interactions

Dentro e fuori dall’aula: che cosa funziona davvero nella classe inclusiva?

The article investigates the meaning of pull and push out phenomena within the Italian inclusive school system. Some results of multiple case studies are described and discussed. The sample is built of 13 primary school classes with an inclusive classroom practice that teachers recognize as “good”. Data about each case were collected through 2 days semi-structured observation by a researcher,a focus group with teachers, a focus group with some pupils and a focus group with some parents. The collected data were transcribed and analyzed by means of Qualitative Content Analysis. Results suggest that several forms of push and pull out coexist and that some of them can contribute positively to inclusion

Il Rapporto di Autovalutazione (RAV) e l’Index per l’Inclusione: una sinergia possibile

Self Evaluation Report and Index for Inclusion: a possible synergyL’ articolo intende aprire uno spazio di riflessione sul rapporto tra processi di autovalutazione e processi di inclusione, a partire dall’analisi del modello del Rapporto di Autovalutazione (RAV) recentemente introdotto in tutte le scuole. In particolare, ci proponiamo di identificare punti di forza da potenziare e criticità da mitigare insiti nel RAV, al fine di supportare i processi inclusivi in attonelle scuole, favorendo l’assunzione di uno sguardo consapevole, critico e proattivo, da parte dei docenti impegnati nel suo uso. Il quadro entro il quale ci muoviamo è quello della pedagogia speciale. La riflessione pedagogica pone fondamentali interrogativi, a partire dall’idea stessa di inclusione, che ci orienteranno nell’esplorazione critica dei contenuti e dei processi correlati all’utilizzodel RAV. Più in particolare, il lavoro qui presentato esplora le possibili sinergie fra il Rapporto di Autovalutazione e l’Index per l’Inclusione (Booth e Ainscow 2009; 2014), che rappresenta il modello di inclusione da noi assunto come riferimento concettuale e metodologico. Nello specifico, analizzeremoil modello di autovalutazione e la struttura sottostanti il RAV, evidenziandone punti di forza e criticità rispetto all’idea di inclusione proposta dall’Index. Illustreremo poi come alcuni elementi, sia concettuali che metodologici, dell’Index possano essere integrati nel RAV con la finalità di rafforzarne un’ applicazione in chiave inclusiva

Funding models of Inclusion in an international perspective

European policies on inclusive education show a general trend from a focus on disability and Special Educational Needs (SEN) towards a focus on the development of quality education for all learners (Meijer/Watkins 2016). Nevertheless, their implementation is challenged by the fact that, in many countries, conceptualisation of inclusive education has grown out of discussions around specialist segregated provision or integration (Meijer/Watkins 2019) and has produced confusing and sometimes contradictory overlapping of policies.Funding models of Inclusion in an international perspectivepublishedVersio

Universal Design for Learning e didattica universitaria: oltre l’emergenza, verso la progettazione universale

For many educational institutions, the COVID-related pandemic has been a lens that has exposed shortcomings and inequalities, but also a stimulus for new developments and the activation of hitherto underused or unnoticed potentials. An overview of some national research results on teaching and learning during the first lockdown phase introduces the considerations of this article. This is followed by a second section in which the principles of UDL are presented as keys to accessibility in university teaching. These same principles then guide the analysis of data from an online questionnaire administered to lecturers at the Faculty of Education of the Free University of Bozen-Bolzano. In this questionnaire, lecturers were asked, through multiple-choice and open-ended questions, to compare their usual teaching methods and techniques with the digital setting of distance teaching with a focus on adaptations, challenges and opportunities and expressed opinions on the future of teaching in the post-Covid 19 era. The concluding discussion proposes perspectives on the future management of teaching and learning in the digital environment at the Faculty.For many educational institutions, the COVID-related pandemic has been a lens that has exposed shortcomings and inequalities, but also a stimulus for new developments and the activation of hitherto underused or unnoticed potentials. An overview of some national research results on teaching and learning during the first lockdown phase introduces the considerations of this article. This is followed by a second section in which the principles of UDL are presented as keys to accessibility in university teaching. These same principles then guide the analysis of data from an online questionnaire administered to lecturers at the Faculty of Education of the Free University of Bozen-Bolzano. In this questionnaire, lecturers were asked, through multiple-choice and open-ended questions, to compare their usual teaching methods and techniques with the digital setting of distance teaching with a focus on adaptations, challenges and opportunities and expressed opinions on the future of teaching in the post-Covid 19 era. The concluding discussion proposes perspectives on the future management of teaching and learning in the digital environment at the Faculty

“Student Voice: uno strumento per raccogliere il punto di vista degli alunni con Sindrome di Down sull’integrazione scolastica”

The Student Voice approach in educational research simples listening to students and taking into account their opinions in order to consider their points of view in research and in changes for education policies. In the field of inclusive education this issue is particularly relevant as it makes research methods more participative and inclusive. It is also a very demanding because it requires data collection instruments that can give voice to all students –also students with disabilities- in a reliable way.In this research project a digital instrument for interviewing in structured way students with intellectual disabilities and communication difficulties has been developed. The instrument was created and tested with the collaboration of the Italian Association of Persons with Down Syndrome and experts in the field of Augmentative and Alternative Communication. The interview has been conceived on 4 different levels that can be chosen according to the students‘ intellectual and communicative abilities. On the first level the student works autonomously and answers open questions; on the fourth level a teacher guides him through multiple choice questions represented through images and symbols. The investigated topics are: activities in class, push and pull out and socialization within and outside school. The article describes the way the instrument has been created and tested.The Student Voice approach in educational research simples listening to students and taking into account their opinions in order to consider their points of view in research and in changes for education policies. In the field of inclusive education this issue is particularly relevant as it makes research methods more participative and inclusive. It is also a very demanding because it requires data collection instruments that can give voice to all students –also students with disabilities- in a reliable way.In this research project a digital instrument for interviewing in structured way students with intellectual disabilities and communication difficulties has been developed. The instrument was created and tested with the collaboration of the Italian Association of Persons with Down Syndrome and experts in the field of Augmentative and Alternative Communication. The interview has been conceived on 4 different levels that can be chosen according to the students‘ intellectual and communicative abilities. On the first level the student works autonomously and answers open questions; on the fourth level a teacher guides him through multiple choice questions represented through images and symbols. The investigated topics are: activities in class, push and pull out and socialization within and outside school. The article describes the way the instrument has been created and tested

Value transmission in primary schools: are teachers’ acculturation orientations a moderator?

The transmission of human values to primary school pupils is key, which is acknowledged in curricula in a variety of cultural contexts worldwide. The present study presents data from the multicultural and multilingual region of Bolzano in Northern Italy (n = 422 pupils in k = 30 classrooms). In addition to class teachers’ values as predictors of their pupils’ values we investigated whether teachers’ acculturation orientations would strengthen the relationship between teachers’ and children’s values, thereby acting as moderators. We focused on the opposing acculturation orientations of integration-transformation versus exclusion. A multilevel analysis showed that teachers’ conservation values (tradition, conformity, and security) significantly predicted their pupils’ conservation values, and that teachers’ openness to change values (self-direction, stimulation, and hedonism) significantly predicted their pupils’ openness to change values. This indicates successful value transmission in the classroom. Teachers’ self-transcendence (benevolence and universalism) and self-enhancement (achievement and power) values did not significantly predict pupils’ values. As expected, teachers’ acculturation orientations were related to their values, but they did not play a role in predicting pupils’ values. Implications for value transmission in the school context and for acculturation research are discussed

Didattica e inclusione scolastica – Inklusion im Bildungsbereich 2023

The eighth edition of the conference ‘Didattica e Inclusione Scolastica - Inclusion in Education’, which was organised under the direction of the Competence Centre for Inclusion in Education at the Free University of Bozen-Bolzano, is dedicated to the topic of networking and community building in a multilingual, intercultural dialogue that builds a bridge between German- and Italian-speaking discourses. The fourteen contributions explore theoretical references, methods and tools for the development of inclusive education from different perspectives, with a particular focus on didactics

Principi per una progettazione didattica inclusiva

L'articolo tratteggia alcuni elementi fondanti una progettazione didattica inclusiva, attingendo alla riflessione generata sia nella didattica generale che nella didattica inclusiva nella cultura di lingua italiana e nella cultura di lingua tedesca. Emerge, sopra a tutto, la centralità del concetto di partecipazione per una progettazione inclusiva. Nello specifico descriveremo come la formulazione di traguardi ampi e complessi, la continua riconnessione dei principi di individualizzazione e di partecipazione ed, infine, uno stretto legame fra valutazione formativa e progettazione didattica possono essere considerati promettenti fondamenta per una progettazione didattica inclusiva.</jats:p