Pratiche inclusive nella scuola dell’infanzia: una ricerca sulle opinioni degli insegnanti

Since 1982 Italian preschool is characterized by being inclusive for all children, including those with SEN. The research analyses the opinions of preschool teachers about their inclusive practices: in line with the European documents; in continuity with the recommendations to improve empirical research on inclusive practices in Italy and referring to Italian studies related to teachers’ opinions about inclusion and addressed to childhood. This study aims to identify the strategies adopted and recognized as crucial by teachers to promote inclusion in preschool context by using as reference Mitchell’s evidence-based perspective (2008; 2014). For this purpose, a questionnaire was prepared (67 closed and 4 open questions) and presented in a restricted situation to 68 teachers from ten different preschools in northern Italy (sample of convenience). The present research focuses only on open questions, which have been the subject of content analysis by two researchers with inter-subjective comparison and then descriptive statistical analysis. The open questions referred to strategies and examples of inclusive practices, collaboration between teachers and activities in support of the continuity between schools. The analysis of the practices allows to highlight if the strategies that evidence-based literature reports as relevant are effectively applied in preschool and secondly it allows to signal the specificity of inclusive teaching in this context by the teachers themselves.Since 1982 Italian preschool is characterized by being inclusive for all children, including those with SEN. The research analyses the opinions of preschool teachers about their inclusive practices: in line with the European documents; in continuity with the recommendations to improve empirical research on inclusive practices in Italy and referring to Italian studies related to teachers’ opinions about inclusion and addressed to childhood. This study aims to identify the strategies adopted and recognized as crucial by teachers to promote inclusion in preschool context by using as reference Mitchell’s evidence-based perspective (2008; 2014). For this purpose, a questionnaire was prepared (67 closed and 4 open questions) and presented in a restricted situation to 68 teachers from ten different preschools in northern Italy (sample of convenience). The present research focuses only on open questions, which have been the subject of content analysis by two researchers with inter-subjective comparison and then descriptive statistical analysis. The open questions referred to strategies and examples of inclusive practices, collaboration between teachers and activities in support of the continuity between schools. The analysis of the practices allows to highlight if the strategies that evidence-based literature reports as relevant are effectively applied in preschool and secondly it allows to signal the specificity of inclusive teaching in this context by the teachers themselves

Inclusione e scuola dell’infanzia tra teoria e opinioni di insegnanti

This paper deals with the theme of inclusion in preschool starting from literature and empirical reviews on inclusion. The essay puts these theoretical reflections in dialogue with an exploratory investigation carried out by 68 teachers from 10 preschools in Emilia Romagna through a questionnaire built on existing tools: Elements to detect and evaluate school integration (Ervis, 2009), Kit for self-evaluation of quality of school inclusion (Quadis, since 2000), Index for inclusion(2002, 2008, 2014) that aims to evaluate some practices considered crucial for thepromotion of an inclusive climate. These results are then analyzed in exploratory way by outlining some teacher training needs and specifying the topic of inclusion in preschool.Il presente contributo affronta il tema dell’inclusione nella scuola dell’infanzia a partire da una riflessione sugli indicatori per l’inclusione presenti nella letteratura teorica ed empirica. Il saggio pone poi in dialogo tali approfondimenti con una indagine esplorativa che ha coinvolto 68 insegnanti di 10 scuole dell’infanzia emiliane, intervistate attraverso un questionario costruito sulla base di riferimenti a strumenti già esistenti: Elementi per rilevare e valutare l’integrazione scolastica (Ervis, 2009); Kit per l’autoanalisi e l’autovalutazione di istituto per la qualità dell’inclusione (Quadis, a partire dagli anni 2000), Index for inclusion (2002, 2008, 2014) con l’intento di analizzare le pratiche funzionali alla promozione di un clima inclusivo messe in atto nella scuola. Tali risultati permettono in via esplorativa di delineare alcuni bisogni formativi degli insegnanti e di precisare il tema dell’inclusione per la fascia 3-6 anni

Pratiche inclusive nella scuola dell’infanzia: una ricerca sulle opinioni degli insegnanti

Il presente contributo pone al centro della riflessione le pratiche inclusive nella scuola dell’infanzia: in riferimento alle indicazioni europee, a partire dalle esigenze di miglioramento della ricerca empirica sull’inclusione in Italia, in considerazione degli studi italiani circa le opinioni dei docenti rispetto all’inclusione e di quelli sulle pratiche nella scuola l’infanzia. La ricerca intende verificare le strategie che gli insegnanti di scuola dell’infanzia adottano e riconoscono come cruciali per promuovere l’inclusione a scuola prendendo come riferimento la prospettiva evidence-based di Mitchell (2014) e raccogliendo testimonianze dagli insegnanti stessi. A tal fine è stato somministrato un questionario a 68 insegnanti di 10 diverse scuole dell’infanzia del nord Italia (campione di convenienza) raccogliendo le opinioni dei docenti intorno a quattro temi organizzati in domande con risposta aperta: strategie ed esempi di pratiche inclusive, collaborazione tra docenti e continuità verticale. Attraverso un'analisi del contenuto e confronto intersoggettivo, sono state evidenziate le strategie di Mitchell adottate dalle insegnanti evidenziando quelle ritenute più salienti per la propria pratica e caratterizzazioni specifiche per il contesto di scuola dell’infanzia

Inclusion and preschool between theory and teachers’ opinion

This paper deals with the theme of inclusion in preschool starting from literature and empirical reviews on inclusion. The essay puts these theoretical reflections in dialogue with an exploratory investigation carried out by 68 teachers from 10 preschools in Emilia Romagna through a questionnaire built on existing tools: Elements to detect and evaluate school integration (Ervis, 2009), Kit for self-evaluation of quality of school inclusion (Quadis, since 2000), Index for inclusion (2002, 2008, 2014) that aims to evaluate some practices considered crucial for the promotion of an inclusive climate. These results are then analyzed in exploratory way by outlining some teacher training needs and specifying the topic of inclusion in preschool

Inclusion and preschool between theory and teachers’ opinion

This paper deals with the theme of inclusion in preschool starting from literature and empirical reviews on inclusion. The essay puts these theoretical reflections in dialogue with an exploratory investigation carried out by 68 teachers from 10 preschools in Emilia Romagna through a questionnaire built on existing tools: Elements to detect and evaluate school integration (Ervis, 2009), Kit for self-evaluation of quality of school inclusion (Quadis, since 2000), Index for inclusion (2002, 2008, 2014) that aims to evaluate some practices considered crucial for the promotion of an inclusive climate. These results are then analyzed in exploratory way by outlining some teacher training needs and specifying the topic of inclusion in preschool

Understanding Factors Associated With Psychomotor Subtypes of Delirium in Older Inpatients With Dementia

Objectives: Few studies have analyzed factors associated with delirium subtypes. In this study, we investigate factors associated with subtypes of delirium only in patients with dementia to provide insights on the possible prevention and treatments. Design: This is a cross-sectional study nested in the \u201cDelirium Day\u201d study, a nationwide Italian point-prevalence study. Setting and Participants: Older patients admitted to 205 acute and 92 rehabilitation hospital wards. Measures: Delirium was evaluated with the 4-AT and the motor subtypes with the Delirium Motor Subtype Scale. Dementia was defined by the presence of a documented diagnosis in the medical records and/or prescription of acetylcholinesterase inhibitors or memantine prior to admission. Results: Of the 1057 patients with dementia, 35% had delirium, with 25.6% hyperactive, 33.1% hypoactive, 34.5% mixed, and 6.7% nonmotor subtype. There were higher odds of having venous catheters in the hypoactive (OR 1.82, 95% CI 1.18-2.81) and mixed type of delirium (OR 2.23, CI 1.43-3.46), whereas higher odds of urinary catheters in the hypoactive (OR 2.91, CI 1.92-4.39), hyperactive (OR 1.99, CI 1.23-3.21), and mixed types of delirium (OR 2.05, CI 1.36-3.07). We found higher odds of antipsychotics both in the hyperactive (OR 2.87, CI 1.81-4.54) and mixed subtype (OR 1.84, CI 1.24-2.75), whereas higher odds of antibiotics was present only in the mixed subtype (OR 1.91, CI 1.26-2.87). Conclusions and Implications: In patients with dementia, the mixed delirium subtype is the most prevalent followed by the hypoactive, hyperactive, and nonmotor subtype. Motor subtypes of delirium may be triggered by clinical factors, including the use of venous and urinary catheters, and the use of antipsychotics. Future studies are necessary to provide further insights on the possible pathophysiology of delirium in patients with dementia and to address the optimization of the management of potential risk factors

Drug Prescription and Delirium in Older Inpatients: Results From the Nationwide Multicenter Italian Delirium Day 2015-2016

Objective: This study aimed to evaluate the association between polypharmacy and delirium, the association of specific drug categories with delirium, and the differences in drug-delirium association between medical and surgical units and according to dementia diagnosis. Methods: Data were collected during 2 waves of Delirium Day, a multicenter delirium prevalence study including patients (aged 65 years or older) admitted to acute and long-term care wards in Italy (2015-2016); in this study, only patients enrolled in acute hospital wards were selected (n = 4,133). Delirium was assessed according to score on the 4 "A's" Test. Prescriptions were classified by main drug categories; polypharmacy was defined as a prescription of drugs from 5 or more classes. Results: Of 4,133 participants, 969 (23.4%) had delirium. The general prevalence of polypharmacy was higher in patients with delirium (67.6% vs 63.0%, P =.009) but varied according to clinical settings. After adjustment for confounders, polypharmacy was associated with delirium only in patients admitted to surgical units (OR = 2.9; 95% CI, 1.4-6.1). Insulin, antibiotics, antiepileptics, antipsychotics, and atypical antidepressants were associated with delirium, whereas statins and angiotensin receptor blockers exhibited an inverse association. A stronger association was seen between typical and atypical antipsychotics and delirium in subjects free from dementia compared to individuals with dementia (typical: OR = 4.31; 95% CI, 2.94-6.31 without dementia vs OR = 1.64; 95% CI, 1.19-2.26 with dementia; atypical: OR = 5.32; 95% CI, 3.44-8.22 without dementia vs OR = 1.74; 95% CI, 1.26-2.40 with dementia). The absence of antipsychotics among the prescribed drugs was inversely associated with delirium in the whole sample and in both of the hospital settings, but only in patients without dementia. Conclusions: Polypharmacy is significantly associated with delirium only in surgical units, raising the issue of the relevance of medication review in different clinical settings. Specific drug classes are associated with delirium depending on the clinical setting and dementia diagnosis, suggesting the need to further explore this relationship

Drug prescription and delirium in older inpatients: Results from the nationwide multicenter Italian Delirium Day 2015-2016

Objective: This study aimed to evaluate the association between polypharmacy and delirium, the association of specific drug categories with delirium, and the differences in drug-delirium association between medical and surgical units and according to dementia diagnosis. Methods: Data were collected during 2 waves of Delirium Day, a multicenter delirium prevalence study including patients (aged 65 years or older) admitted to acute and long-term care wards in Italy (2015-2016); in this study, only patients enrolled in acute hospital wards were selected (n = 4,133). Delirium was assessed according to score on the 4 "A's" Test. Prescriptions were classified by main drug categories; polypharmacy was defined as a prescription of drugs from 5 or more classes. Results: Of 4,133 participants, 969 (23.4%) had delirium. The general prevalence of polypharmacy was higher in patients with delirium (67.6% vs 63.0%, P =.009) but varied according to clinical settings. After adjustment for confounders, polypharmacy was associated with delirium only in patients admitted to surgical units (OR = 2.9; 95% CI, 1.4-6.1). Insulin, antibiotics, antiepileptics, antipsychotics, and atypical antidepressants were associated with delirium, whereas statins and angiotensin receptor blockers exhibited an inverse association. A stronger association was seen between typical and atypical antipsychotics and delirium in subjects free from dementia compared to individuals with dementia (typical: OR = 4.31; 95% CI, 2.94-6.31 without dementia vs OR = 1.64; 95% CI, 1.19-2.26 with dementia; atypical: OR = 5.32; 95% CI, 3.44-8.22 without dementia vs OR = 1.74; 95% CI, 1.26-2.40 with dementia). The absence of antipsychotics among the prescribed drugs was inversely associated with delirium in the whole sample and in both of the hospital settings, but only in patients without dementia. Conclusions: Polypharmacy is significantly associated with delirium only in surgical units, raising the issue of the relevance of medication review in different clinical settings. Specific drug classes are associated with delirium depending on the clinical setting and dementia diagnosis, suggesting the need to further explore this relationship