Young people with disability: educational challenges for new inclusive spaces

The complexity of the present society presents many challenges for the new generations overall, especially for the young with disabilities. Disabled youngsters and their families find themselves devoid of projects to follow the end of the school years: the prevailing image is that the disabled youngster is an \u201ceternal child\u201d to be protected, or a \u201cperson to assist\u201d, this defuses the capacity to \u201cproject\u201d educative actions in the adult spaces of participation and inclusion. Disabled youngsters risk to live exclusively inside the family context or to be \u201cparachuted\u201d in institutions and communities; as the result of necessity, not as reasoned, shared or constructed choices made \u201cwith\u201d and \u201cfor\u201d the person. This contribution sheds light on the main pedagogic critical points that arise in taking care of disabled youngsters. It re-thinks strategically some of the articulations that construct a life project turned toward future and Quality of Life. In the same direction we propose some devices to support the future of young generations with disabilities, able to legitimise and promote the assumption of an adult identity, also in terms active participation and citizenship

Estudar e Trabalhar na It\ue1lia: instrumentos e procedimentos para a inclus\ue3o de pessoas com defici\ueancia Studying and living in Italy: tools and procedures to include disabled people

Italy is known for the best practices on educational and la- bour inclusion. An organic set of laws allows a full access to education and work, ensuring rights and necessary re- sources to disabled people, their families and organisations hosting them. The evolution of the Italian regulatory frame- work has resulted in the development of a theoreticand conceptual structure on special pedagogy and didactics, to follow the constant changes and demands of the institu- tions and society. This paper examines the evolution of laws that transformed Italy in the forefront in social inclusion as well as the different moments and scope of them concern- ing the participation of people with disabilities in education and work

Qualidade de Vida e Ambient Assisted Living: modelos de inclusão para adultos com deficiência

O passar do tempo impõe vários desafios com relação aos cuidados necessários aos adultos com deficiência. Pensemos nas diversas fases de transição ao longo da vida, que podem marcar o futuro da pessoa com deficiência: a finalização do período escolar, a inserção em novos ambientes sociais e de trabalho, mudança de moradia, ou, a própria permanência no contexto familiar após a escola. Seja qual for a possibilidade, nem sempre é consonante com as necessidades das pessoas envolvidas. Para que essas mudanças possam ser melhor vivenciadas pela pessoa com deficiência e por sua família, podemos contar com pesquisas e experimentos com tecnologias assistivas. Essas experiências têm possibilitado autonomia e a convivência em diferentes ambientes sociais. Essas práticas não enfatizam somente a aplicação de tecnologia mas, acima de tudo, a reflexão e busca contínuas de Qualidade de Vida (QdV). Esse artigo traz reflexões sobre percursos e ações, em projetos italianos e europeus que buscam associar tecnologias com QdV, onde as tecnologias e ambientes de vida assistivos têm papel central, como modelos de inclusão, independência, participação e bem estar

Inclusione 3.0

The curators, on the occasion of the World Day of Disability, have gathered together contributions, reflections, projects and workshops presented to offer an interdisciplinary reflection on the theme of disability and inclusion, beginning with "Unimc for Inclusion", a week rich in meetings on the theme of inclusion held at the University of Macerata. The authoritative contributions of scholars from diverse disciplinary fields, allow readers to retrace the theme of inclusion from different theoretical research perspectives, reconstructing an interesting corollary of reflections and operational paths ranging from special pedagogy, general pedagogy, psychology, social robotics, virtual reality, economics, law, literature, philosophy, art, etc. It is due of this approach that the text is particularly pertinent to teachers, educators and pedagogues in active service and in training, not least because of the range of workshop proposals and transferable experiences in school contexts and in day and residential centres

Micro-progettazione: pratiche a confronto. PROPIT, EAS, Flipped Classroom

"Micro-progettazione" ("micro-planning") are the processes carried out by the teacher to prepare the day after work session. Three models are analyzed and compared in the book: Propit, EAS and Flipped Classroom. Although each one has its own features, all of these models share the attention to micro-planning, the focusing on action and the interest in promoting an active and conscious attitude of the students.Publishe

Students\u2019 Voice and Disability: Ethical and methodological reflections for Special Pedagogy research

Considering the Students\u2019 Voice takes us into a varied international and today also national pedagogical movement. The issue relating to the promotion of Students\u2019 Voice research paths with young people with disabilities is delicate. The authors, after a presentation of the movement, address the important issues of ethics and methodological critical issues in the research paths within the Special Pedagogy. It is important to highlight that also in Special Pedagogy research the focus must be not just to \u2018listening the students voice\u2019, but also to help students to become \u2018change agents\u2019, because they are the potential of transformatio

Estudar e trabalhar na Itália: instrumentos e procedimentos para a inclusão de pessoas com deficiência

A Itália é conhecida por boas práticas de inclusão educacional e laboral. Um conjunto orgânico de leis permite o pleno acesso à educação e ao trabalho, garantindo direitos e recursos necessários às pessoas com deficiência, suas famílias e organizações que as acolhem. A evolução do quadro normativo italiano, tem resultado no desenvolvimento de um arcabouço teórico-conceitual em pedagogia e didática especial, para dar conta das constantes mudanças e demandas das instituições e da sociedade. Esse trabalho examina a evolução das leis que transformaram a Itália em vanguarda na inclusão social, assim como os diferentes momentos e abrangência das mesmas no tocante a participação de pessoas com deficiência na educação e no trabalho

Studying and living in Italy : tools and procedures to include disabled people

A Itália é conhecida por boas práticas de inclusão educacional e laboral. Um conjunto orgânico de leis permite o pleno acesso à educação e ao trabalho, garantindo direitos e recursos necessários às pessoas com deficiência, suas famílias e organizações que as acolhem. A evolução do quadro normativo italiano, tem resultado no desenvolvimento de um arcabouço teórico-conceitual em pedagogia e didática especial, para dar conta das constantes mudanças e demandas das instituições e da sociedade. Esse trabalho examina a evolução das leis que transformaram a Itália em vanguarda na inclusão social, assim como os diferentes momentos e abrangência das mesmas no tocante a participação de pessoas com deficiência na educação e no trabalho.Italy is known for the best practices on educational and labour inclusion. An organic set of laws allows a full access to education and work, ensuring rights and necessary resources to disabled people, their families and organisations hosting them. The evolution of the Italian regulatory framework has resulted in the development of a theoreticand conceptual structure on special pedagogy and didactics, to follow the constant changes and demands of the institutions and society. This paper examines the evolution of laws that transformed Italy in the forefront in social inclusion as well as the different moments and scope of them concerning the participation of people with disabilities in education and work

New perspectives for Inclusive University Teaching: EduPlan4Inclusion

This paper presents a pilot project, developing at the University of Macerata and of the University Arizona, that is called \u201cEduPlan4Inclusion\u201d, oriented to implement accessibility in academic contents for all students, through the use of technology. The project wants to highlight the possible direction for Universities to balance the demands of an inclusive curriculum to a diverse student cohort within a technology-rich environment. In conclusion, the research proposes in this paper can be used to directly guide the reform of curriculum design and teaching methods in Colleges and Universities, with the aim to activate the possibility of implementing a more shared inclusive culture

Inclusione 3.0

The curators, on the occasion of the World Day of Disability, have gathered together contributions, reflections, projects and workshops presented to offer an interdisciplinary reflection on the theme of disability and inclusion, beginning with "Unimc for Inclusion", a week rich in meetings on the theme of inclusion held at the University of Macerata. The authoritative contributions of scholars from diverse disciplinary fields, allow readers to retrace the theme of inclusion from different theoretical research perspectives, reconstructing an interesting corollary of reflections and operational paths ranging from special pedagogy, general pedagogy, psychology, social robotics, virtual reality, economics, law, literature, philosophy, art, etc. It is due of this approach that the text is particularly pertinent to teachers, educators and pedagogues in active service and in training, not least because of the range of workshop proposals and transferable experiences in school contexts and in day and residential centres