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

The Inclusive University: Practices and reflections for student community well-being

Following the 2030 Agenda (UN, 2015), the growth of an inclusive culture in higher education contexts contemplates the strategic value of promoting the university community well-being, starting from each person’s contribution (Priestley et al., 2022). According to Article 30 of the UN Convention on the Rights of Persons with Disabilities (2006), providing opportunities to support study and university life means moving from a logic of needs to a logic of rights. In that sense, the University of Macerata promotes the psycho-physical and social well-being of its students, developing empowerment processes (Barbuto, 2018; Taddei, 2020) that guarantee a more equal participation in university life. In this paper, we will present the format Inclusion 3.0 which, starting from the “Voice” (Grion, 2017; D’Angelo et al., 2020) of university students with disabilities and SLDs (Giaconi, Del Bianco, 2018; Giaconi et al., 2018), embodies an innovative perspective for University as a place of well-being

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