La promozione dell’autodeterminazione negli adulti con disabilità intellettive: lo stato dell'arte e il progresso della ricerca

The importance that the self-determination construct has in people with intellectual disabilities’ life projects is the main paradigm of reflection of this paper. The most significant criticalities, identified by the scientific literature of reference, within the application of the construct in people with disabilities, push the author of this work towards the consideration of which are the operative modalities that are able to promote the construct. For this reason, an international overview is carried out of the most cited published reviews, meta-analyses and syntheses of research concerning programs, interventions, strategies, and activities that the studies identify as being able to implement the construct. In line with the current challenges of special pedagogy, we are outlining someof self-determination’s implementation hypotheses, in order to offer to people with intellectual disabilities the necessary opportunities to properly enter into the adulthood route

Progetto Mongolfiera, servizi innovativi per il potenziamento e il supporto di giovani con disabilit\ue0 intellettive e delle loro famiglie

Il percorso di dottorato di ricerca EUREKA, che verr\ue0 presentato in questo lavoro, \ue8 stato realizzato grazie alla partnership tra l\u2019Universit\ue0 degli Studi di Macerata, la Regione Marche e l\u2019associazione Anffas Onlus di Macerata. L\u2019ambito disciplinare di riferimento nel quale prende forma la ricerca condotta \ue8 quello della Pedagogia Speciale, ed ha avuto come focus l\u2019approfondimento di tematiche connesse alla realizzazione di progetti di vita per persone con disabilit\ue0 intellettive. Nel dettaglio, \ue8 stato approfondito il quadro epistemologico della Qualit\ue0 della Vita (Giaconi, 2015), in riferimento ad uno dei dominio cardine della progettazione pedagogica, ovvero il costrutto dell\u2019autodeterminazione. Lo studio effettuato nel corso del triennio ha permesso di apprezzare sviluppi educativi e traiettorie di vita significative per gli adolescenti con disabilit\ue0 intellettive che hanno partecipato al progetto di ricerca

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

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

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

Progettazione e Quality of Life nella presa in carico di persone con disabilità intellettive: l’agricoltura sociale come nuovo spazio e tempo generativo

Starting from the theoretical framework of Quality of Life (Giaconi, 2015b; Schalock, Verdugo Alonso, 2006, 2002), the paper explores the continuity between the results of two assessment scales (POS and SIS) in a case study. The case concerns the initial condition of a young person with intellectual disabilities involved in a social agriculture project, called “Tuttincampo”. The project involves the synergistic collaboration of an inter-institutional network composed of public and private entities, and is aimed at testing a new format of social and labour integration, with the goal of offering a viable alternative to classic rehabilitation day centres. In detail, we want to explore the first useful data to support the project pathway aimed at deepening the practices and methodologies to support the social and labour inclusion of people with intellectual disabilities.Starting from the theoretical framework of Quality of Life (Giaconi, 2015b; Schalock, Verdugo Alonso, 2006, 2002), the paper explores the continuity between the results of two assessment scales (POS and SIS) in a case study. The case con­cerns the initial condition of a young person with intellectual disabilities involved in a social agriculture project, called “Tuttincampo”. The project involves the synergistic collaboration of an inter­institutional network composed of public and private entities, and is aimed at testing a new format of social and labour integration, with the goal of offering a viable alternative to classic rehabilitation day centres. In detail, we want to explore the first useful data to support the project pathway aimed at deepening the practices and methodologies to support the social and labour inclusion of people with intellectual disabilities

Dall'Università al mondo del lavoro. Il tirocinio come snodo per l’inclusione lavorativa e sociale

The university’s interconnections are played out through interlocked layers – from research to education, to the socio‐economic role. The university participates in networks both in business and social services at the territorial level and contributes to local development and well‐being. Concerning the inclusion of people with disabilities, it can play a sig‐nificant educational and social role within a territory: in addition to supporting enrolled students, it can be a hosting partner of traineeships co‐designed and co‐managed with social services. The paper reports a case study on Social Inclu‐sive Traineeship activated by the University of Macerata in cooperation with local social and health services institutions. It analyses the process and activities needed to implement inclusive environments and presents the achieved outcomes for those who are not higher education students, but are part of the university's community at territorial level. Findings highlight the relevance of the experience for the construction of the professional and social role of the intern. Conclusions stress the need for further research and joint work within the scientific community to strengthen the capacity of universities to implement inclusive practices with the territory and activate networks through meaningful traineeships.The university’s interconnections are played out through interlocked layers – from research to education, to the socio-economic role. The university participates in networks both in business and social services at the territorial level and contributes to local development and well‐being. Concerning the inclusion of people with disabilities, it can play a significant educational and social role within a territory: in addition to supporting enrolled students, it can be a hosting partner of traineeships co‐designed and co‐managed with social services. The paper reports a case study on Social Inclusive Traineeship activated by the University of Macerata in cooperation with local social and health services institutions. It analyses the process and activities needed to implement inclusive environments and presents the achieved outcomes for those who are not higher education students, but are part of the university's community at territorial level. Findings highlight the relevance of the experience for the construction of the professional and social role of the intern. Conclusions stress the need for further research and joint work within the scientific community to strengthen the capacity of univer‐sities to implement inclusive practices with the territory and activate networks through meaningful traineeships

curriculum and inclusion critical issues and redefinition lines

Lo scopo di questo articolo e quello di analizzare il nucleo della coppia curriculum-inclusione secondo una specifica interpretazione che riconsidera l'identita inclusiva degli istituti scolastici, in grado di programmare un curriculum equilibrato sia nelle richieste disciplinari che nelle aree di qualita della vita, per tutti gli studenti , con e senza disabilita. Partendo dal quadro teorico della Qualita della vita, gli autori, dopo l'illustrazione delle problematiche relative al contesto italiano e brasiliano e facendo riferimento a due studi pilota con insegnanti specializzati, individuano alcune aree di intervento che potrebbero portare a considerare il curriculum in una prospettiva inclusiva, senza l'individuazione di specifiche forme curricolari, esclusivamente dedicate a questa prospettiva. Keywords : Curriculum, inclusione, personalizzazione, qualita della vit

Study Empowerment for inclusion

Il contributo ha come scopo principale quello di sottolineare come, anche in contesti universitari, un intervento pedagogico sul metodo di studio possa essere per tutti gli studenti, e in particolare per le persone con disabilit\ue0 o con Disturbo Specifico di Apprendimento (DSA), una efficace via per l\u2019autodeterminazione e per l\u2019inclusione. A partire da una attenta analisi della situazione internazionale in termini di dispositivi offerti dai centri di eccellenza universitari internazionali che accolgono studenti con disabilit\ue0 e DSA, presentiamo il Progetto Inclusione 3.0 nella sezione relativa alla costruzione di un percorso di Study Empowerment rivolto a studenti universitari con dislessia che, attraverso un sistema integrato di dispositivi tecnologici, permetta di creare luoghi e tempi di vita universitaria inclusiva