MICRO-PROGETTAZIONE: PRATICHE A CONFRONTO

L\u2019attuale complessit\ue0 della scuola richiede una cura particolare per la progettazione. Questo libro concentra l\u2019attenzione sulla micro-progettazione, ovvero sui processi messi in atto dal docente per predisporre la sessione di lavoro del giorno dopo. La micro-progettazione dovr\ue0 essere connessa al curricolo, che fornisce la cornice di senso, ed essere di supporto al fare quotidiano, rendendo sostenibili strategie di personalizzazione e inclusione; dovr\ue0 inoltre parlare un linguaggio comprensibile anche agli studenti per favorire quell\u2019allineamento degli obiettivi e tra le diverse attivit\ue0 che \ue8 alla base della loro motivazione e della loro partecipazione. I temi della micro-progettazione e dell\u2019inclusione vengono sviluppati analizzando e confrontando tre proposte: PROPIT, EAS e Flipped Classroom. Bench\ue9 ciascuno abbia caratteristiche proprie, tali modelli condividono l\u2019attenzione alla micro-progettazione, la focalizzazione sull\u2019azione e l\u2019interesse a favorire un atteggiamento attivo e consapevole da parte degli studenti. A descrivere le varie proposte sono stati chiamati ricercatori che operano, in diverse sedi, nella scuola o nell\u2019universit\ue0 italiane, dove hanno sperimentato i modelli e hanno anche \u2013 spesso collettivamente \u2013 riflettuto sulle esperienze vissute cogliendone gli aspetti pi\uf9 significativi, replicabili e generalizzabili

Paths and Technologies in the Life Project of People with Disabilities: International Perspectives and Educational Potential

The purpose of this paper was to analyse the core of the quality of life, intended as a complex construct with specific and transversal features. The approach to this issue, by linking it to the great emergency of disability in adulthood, pushes the analysis into deep conceptual pedagogical reflections, which lead the authors\u2019 initial reflections to focus on the theoretical framework related to the quality of life model and subsequently on the identification of some areas of intervention as a tangible application of the quality of life model. New perspectives and innovative potentials for the quality of life of adults with disability are investigated to reach new awareness, which can also be applied in different life contexts. The paper mentions meaningful trajectories, also from the international scene, aiming to guarantee significantly oriented life trajectories

Nella Comunit\ue0 di Capodarco di Fermo. Dalle pratiche all'assetto pedagogico condiviso

Il testo illustra una ricerca condotta nelle comunit\ue0 educative. Seguendo la metodologia della Grounded Theory, l'autrice giunge a mettere in evidenza l'Assetto Pedagogico delle Comunit\ue0 di Capodarco di Fermo. Il lavoro si conclude con una riflessione sull'organizzazione educativa delle comunit\ue0

Professional competences of pre-service teachers: from the F2F to the online learning programme

The COVID-19 pandemic has created significant challenges for the global higher education community: it has required faculty and students to respond to an unprecedented challenge and to shift suddenly from traditional face-to-face curriculum to distance learning formats through virtual classrooms. Some learning programmes, such as the TFA, had a strong theoretical-practical characterisation and were therefore delimited by regulations requiring full in-presence (F2F) and compulsory attendance. Due to the pandemic, the one-year teaching-learning programme for support teachers (TFA) followed the same path and was redesigned by universities for distance education. The re-design at the University of Macerata was based on pedagogical assumptions: technology was intended as a support to achieve learning outcomes. Our study aims to investigate perceptions of the theoretical and practical skills acquired from the F2F and the online format, considering a group of students enrolled for different school orders who followed both the current online programme and the previous years\u2019 F2F programm

‘‘Different" bodies: hybridisations and transformations in the biographical storylines of people with disabilities

This article, moving within the conceptual framework of Embodied Cognition (Merleau-Ponty, 1945/2005), aims at investigating the embodied representations of the bodies of people with physical disabilities in identity construction processes. In this way, the article helps to shape a culture that embraces differences and values body diversity. As described by existing literature on the subject (Clandinin & Connelly, 2004; Giaconi, Del Bianco, D’Angelo, Taddei, Caldarelli & Capellini, 2021; Giaconi, Del Bianco, D’Angelo, Taddei & Rodrigues, 2020), the life stories of people with disabilities, including athletes, represent a privileged way to access the processes of signification of corporeity, interpretation of diversity and overcoming of binary logics (male/female, natural/artificial). Indeed, when the hybridisations and transformations of “different” bodies emerge directly from the words of people with disabilities, one can gauge their profound distance from media representations of disability, awash with ableist narrative styles (Bocci, De Castro & Zona, 2020; Giaconi & Capellini, 2019). Following this direction, this article will highlight the possibilities of a pedagogical work intentionally focused on the narratives of athletes with disabilities

Inclusive University didactics and technological devices: a case study

This paper provides a review of projects related to new technologies used to favour the teaching-learning processes and the inclusive practices in the University context for students with disabilities and with Specific Learning Disorders. Authors present a review of strategies, trajectories and perspectives activated in the national and international scene, aiming to guarantee a significant pedagogical framework of reference. Furthermore, the paper focuses on a meaningful path activated at the University of Macerata, the project Inclusion 3.0, a relevant example of new technologies in support of teaching- learning processes and inclusion practices among all students

Role of post mortem CT (PMCT) in high energy traumatic deaths

Background. Post Mortem Computed Tomography (PMCT) is being increasingly implemented in forensic field and could be an adjuvant to classic autopsies. In this study we evaluated the feasibility of complementation of conventional autopsy in trauma victims with PMCT. Materials and methods. A total of 21 subjects, who had sustained various types of blunt high-energy trauma, were selected from the casuistry of the Section of Legal Medicine at University of Pisa: before autopsy, a PMCT examination (Toshiba Aquilion 16 CT scanner) was performed, and after the acquisition of the raw images, MPR and VR reconstructions were performed with dedicated software. Results. PMCT is more sensitive than conventional autopsy in detecting skeletal injuries, whilst autopsy constitutes the method of choice for the detection of thoracic and abdominal visceral injuries. Conclusion. PMCT should be considered a useful tool in addition to conventional autopsy in evaluating trauma victims: it detects further bone fractures in body parts difficult to investigate during autopsy (i.e. posterior regions), facilitating the pathologist in the reconstruction of events and in determining the cause of death

Characterization of gaze in handwriting of High and Low Frequency Word of Schoolchildren with Dyslexia

Writing is extremely important for our academic and professional life and can affect our performance in productive educational activities, favouring us or not. Schoolchildren with dyslexia bring difficulties and reduced school performance due to their condition of deprivation in written production. This is because schoolchildren with dyslexia have difficulty acquiring spelling knowledge and show poor phonological skills. This study aimed to characterize the performance of schoolchildren with dyslexia in “gaze” for the handwriting of High and Low-frequency words. A total of 24 schoolchildren participated in the study. They were between 8 to 11 years and 11 months of age, of both sexes, and they were attending the 3rd to the 5th year of Elementary School in the city of Marília-SP. The schoolchildren were divided into groups: GI, composed of 12schoolchildren with an interdisciplinary diagnosis of developmental dyslexia, and GII, composed of 12 schoolchildren with good academic performance, paired with GI according to the school grade level. These schoolchildren were submitted to computerized handwriting evaluation using a Brazilian adaptation of the Software Ductus. All schoolchildren were submitted to a copy of words already selected according to Brazilian Portuguese criteria of frequency and codification rule. A measure of “gaze” was used, that is, when the schoolchildren stopped their handwriting to search/look up at the screen to confirm the information about the words. The results indicated a significant difference between GI and GII, with GI schoolchildren performing more gaze when compared with GII, i.e., taking longer motor breaks to perform the gaze. Therefore, there was a rupture in the central processing with the peripheral when the child performed the gauze more times since he had to confirm the characteristics of this word during the writing process (difficulty in accessing the orthographic lexicon) and with that, there was a break in the movement of handwriting (since there was not enough information in the central plane to complete that motor memory and finish the word). It was concluded that there were gaps between the central (orthographic) and peripheral (motor pauses processes, suggesting deficits in the formation of motor programs for GI and the lack of automation of motor processes

The Application of Quality of Life in Services for Persons with Intellectual and Developmental Disabilities: Lines of intervention in Spain and Italy

The concept of quality of life (QOL) has become a measurable construct of great value to all people, including people with intellectual and developmental disabilities (IDD). In particular, the field of IDD is currently experiencing a paradigm shift related to beliefs, assumptions, policies, and practices concerning people with disabilities and their families and the place and role they play in society. This article starts by reconstructing the state of the art of the application of QOL in Social Services, reconstructing its research developments, operational declinations and influences in social policies in Spain and Italy

Speed and pressure of handwriting as critical issues of the contemporary age: A research in Italian students in early literacy

Among the present critical issues that pedagogy and special teaching have to deal with it is possible to notice the contrast between writing and technology, up to the pertinent field of prevention and observation of dysgraphies. The authors present in the following article a study conducted in Italy aimed at evaluating writing, specifically in the speed and pressure parameters in early literacy using NeuroScript Movalyzer Software. The aim is to implement suitable research paths to support the dissemination of observation procedures and inclusive teaching practices, capable of enhancing the fluidity of writing by all students