Skip to main navigation menu Skip to main content Skip to site footer

Articles/Articoli

Vol. 13 No. 2 (2022): Special Pedagogy and Special Didactics for an innovative school and an inclusive education

How can We Innovate School Education with Special Didactics?

DOI
https://doi.org/10.3280/ess2-2022oa14544
Submitted
settembre 2, 2022
Published
2022-12-20

Abstract

L’istruzione scolastica è continuamente attraversata da momenti di crisi. Nonostante l’evidente necessità di una costante innovazione dei processi, risulta interessante comprendere cosa si debba intendere e in che termini questa si possa e sia da realizzare.
Con una prospettiva didattico-speciale il contributo declina tale problematica attraverso tre differenti macro-temi: a) l’affermazione dell’educazione inclusiva come traguardo per valutare l’efficacia delle azioni di rinnovamento, b) l’individuazione delle sfide con cui la scuola deve confrontarsi e c) l’approfondimento del significato del costrutto stesso di innovazione.
L’esito della riflessione permette di delineare i tratti di una proposta formativa per i docenti, fondamentalmente chiamati a sostenere un autentico processo di innovazione.

References

  1. Ahtiainen R., Pulkkinen J., & Jahnukainen M. (2021). The 21st Century Reforms (Re)Shaping the Education Policy of Inclusive and Special Education in Finland. Education Sciences, 11(11), 750. Doi: 10.3390/educsci11110750.
  2. Albury D. (2005). Fostering innovation in public services. Public Money and Management, 25(1). Doi: 10.1111/J.1467-9302.2005.00450.X.
  3. Alves H. (2013). Co-creation and innovation in public services. The Service Industries Journal, 33(7-8): 671-682. Doi: 10.1080/02642069.2013.740468.
  4. Amabile T. M., & Pratt M. G. (2016). The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning. Research in Organizational Behavior, 36: 157-183. Doi: 10.1016/j.riob.2016.10.001.
  5. Besio S. (2020). Un virus uguale per tutti? L’inclusione svelata. Nuova Secondaria Ricerca, XXXVIII(2): 112-129.
  6. Besio S., & Bianquin N. (2020). Disabilità e processi inclusivi in tempo di pandemia da Coronavirus. Nuova Secondaria Ricerca, XXXVIII(2): 93-608.
  7. Biesta G. J. J. (2017). The Rediscovery of Teaching (tr. it. 2022). Routledge. Doi: 10.4324/9781315617497.
  8. Booth T., & Ainscow M. (2011). Index for Inclusion: Developing Learning and Par-ticipation in Schools (tr. it. 2014). Centre for Studies on Inclusive Education.
  9. Borca C. V. (2010). The school inclusion of children with special educational needs in Romania. Procedia - Social and Behavioral Sciences, 2(2): 4325-4329. Doi: 10.1016/J.SBSPRO.2010.03.687.
  10. Canevaro A., d’Alonzo L., & Ianes D. (2009). L’integrazione scolastica di alunni con disabilità dal 1977 al 2007. Erickson.
  11. Canevaro A., d’Alonzo L., Ianes D., & Caldin R. (2011) (Eds). L’integrazione scolastica nella percezione degli insegnanti. Erickson.
  12. CAST (2018). Universal Design for Learning Guidelines version 2.2. https://udlguidelines.cast.org/?utm_source=castsite&lutm_medium=web&utm_campaign=none&utm_content=aboutudl.
  13. Chambers D., & Forlin C. (2021). An Historical Review from Exclusion to Inclusion in Western Australia across the Past Five Decades: What Have We Learnt?. Education Sciences, 11(3), 119. Doi: 10.3390/educsci11030119.
  14. Chang-Bacon C. K. (2021). Generation Interrupted: Rethinking “Students with Interrupted Formal Education” (SIFE) in the Wake of a Pandemic. Educational Researcher, 50(3): 187-196. Doi: 10.3102/0013189X21992368.
  15. Common Worlds Research Collective (2020). Learning to become with the world: Education for future survival. Paper commissioned for the UNESCO Futures of Education report (forthcoming, 2021). In Unesco: Vol. ED-2020/Fo. https://unesdoc.unesco.org/ark:/48223/pf0000374032.
  16. Cottini L. (2017). Didattica speciale e inclusione scolastica. Carocci.
  17. d’Alonzo L. (2008). Gestire le integrazioni a scuola. La Scuola.
  18. d’Alonzo L. (2017). La differenziazione didattica. Metodi, strategie, attività. Erickson.
  19. de Anna L. (2014). Pedagogia speciale. Integrazione e inclusione. Carocci.
  20. Deppeler J., & Aikens K. (2020). Responsible innovation in school design – a systematic review. Journal of Responsible Innovation, 7(3): 573-597. Doi: 10.1080/23299460.2020.1809782/FORMAT/EPUB.
  21. Douthwaite B., Beaulieu N., Lundy M., & Peters D. (2011). Understanding how participatory approaches foster innovation. International Journal of Agricultural Sustainability, 7(1): 42-60. Doi: 10.3763/IJAS.2009.0339.
  22. Dyer J., Gregersen H., & Christensen C. M. (2019). The Innovator’s DNA. Mastering the Five Skills of disruptive Innovators. Harvard Business Review Press.
  23. Enders A. (2013). Italiens inklusive Schulen. Ein Vorbild für Deutschland?. Zeitschrift Für Grundschulforschung, 6(1): 88-101.
  24. Espinosa Castro T. (2020). COVID-19 and risks for disadvantaged students: a media coverage analysis from a cultural psychology perspective. Intercultural Education, 31(6): 661-670. Doi: 10.1080/14675986.2020.1800922.
  25. European Agency for Development in Special Needs Education (2012). Profile of Inclusive Teachers. European Journal of Special Needs Education (Issue 1). European Agency for Development in Special Needs Education.
  26. European Agency for Special Needs and Inclusive Education (2014). Five Key Messages for Inclusive Education. Putting Theory into Practice. European Agency for Special Needs and Inclusive Education.
  27. Fondazione Agnelli, & CRENoS (2021). La DaD nell’anno scolastico 2020-21: una fotografia. Il punto di vista di studenti, docenti e dirigenti.
  28. Freitas C. R., de Mura A., Zurru A. L., Tatulli I., & Baptista C. R. (2020). Inclusão escolar na Itália e no Brasil: proximidades e distâncias na política educacional. Educação Especial, 33: 1-18. Doi: 10.5902/1984686X41924.
  29. García E., & Weiss E. (2020). Lessons from pre-pandemic research to inform relief, recovery, and rebuilding. https://www.epi.org/publication/the-consequences-of-the-covid-19-pandemic-for-education-performance-and-equity-in-the-united-states-what-can-we-learn-from-pre-pandemic-research-to-inform-relief-recovery-and-rebuilding/.
  30. Ghergut A., & Grasu M. C. (2012). Qualitative analysis about inclusion in Romanian regular schools. Procedia - Social and Behavioral Sciences, 33: 55-59. Doi: 10.1016/J.SBSPRO.2012.01.082.
  31. Hameed A., & Manzoor A. (2019). Similar Agenda, Diverse Strategies: A Review of Inclusive Education Reforms in the Subcontinent Similar Agenda, Diverse Strate-gies: A Review of Inclusive ER in Subcontinent 54. Bulletin of Education and Research, 41(2): 53-66.
  32. Harris M., & Albury D. (2009). The Innovation Imperative. www.nestalab.org.uk.
  33. Honneth A. (1992). Kampf um Anerkennung: zur moralischen Grammatik sozialer Konflikte. Suhrkamp.
  34. Honneth A. (2005). Verdinglichung (tr. it. 2007). Suhrkamp.
  35. Ianes D. (2014) (Ed.). L’evoluzione dell’insegnante di sostegno. Verso una didattica inclusiva. Erickson.
  36. Ianes D. (2016). Dirigersi verso scuole inclusive. In Ianes (Ed.), Dirigere scuole inclu-sive. Strumenti e risorse per il dirigente scolastico (pp. 13-32). Erickson.
  37. Ianes D., & Bellacicco R. (2020). Didattica a distanza durante il lockdown. L’impatto percepito dagli insegnanti sull’inclusione degli studenti con disabilità. L’integrazione Scolastica e Sociale, 19(3): 25-47. Doi: 10.14605/ISS1932004.
  38. ISTAT (2021). L’inclusione scolastica degli alunni con disabilità. a.s. 2020-2021.
  39. Kahn K. B. (2018). Understanding innovation. Business Horizons, 61(3): 453-460. Doi: 10.1016/J.BUSHOR.2018.01.011.
  40. Korthagen F. A. J. (2007). The gap between research and practice revisited. Educational Research and Evaluation, 13(3): 303-310.
  41. Lachlan L., Kimmel L., Mizrav E., Holdheide L., & Brown T. B. (2020). Examining the Impact of COVID-19 on the Teaching Workforce AUGUST 2020.
  42. Lopes A. (2009). Teachers as professionals and teachers’ identity construction as an ecological construct: An agenda for research and training drawing upon a bio-graphical research process. European Educational Research Journal, 8(3): 461-475. Doi: 10.2304/eerj.2009.8.3.461.
  43. Lucisano P. (2020). Fare ricerca con gli insegnanti. I primi risultati dell’indagine nazionale SIRD “Per un confronto sulle modalità di didattica a distanza adottate nelle scuole italiane nel periodo di emergenza COVID-19.” Lifelong Lifewide Learning, 17(36): 3-25.
  44. Malta Campos M., & Vieira L. F. (2021). COVID-19 and early childhood in Brazil: impacts on children’s well-being, education and care. European Early Childhood Education Research Journal, 29(1): 125-140. Doi: 10.1080/1350293X.2021.1872671.
  45. MIUR (2009). Linee guida per l’integrazione scolastica degli alunni con disabilità.
  46. MIUR (2012). Annali della Pubblica Istruzione. Indicazioni nazionali per il curricolo della scuola dell’infanzia e del primo ciclo d’istruzione. Le Monnier.
  47. Mockler N. (2011). Beyond “what works”: Understanding teacher identity as a prac-tical and political tool. Teachers and Teaching: Theory and Practice, 17(5): 517-528. Doi: 10.1080/13540602.2011.602059.
  48. Morando-Rhim L., & Ekin S. (2021). How Has the Pandemic Affected Students with Disabilities? A Review of the Evidence to Date.
  49. Mura A. (2016). Diversità e inclusione. Prospettive di cittadinanza tra processi storico-culturali e questioni aperte. Milano: FrancoAngeli.
  50. Mura A., & Zurru A. L. (2016). Riqualificare i processi inclusivi: un’indagine sulla percezione degli insegnanti di sostegno in formazione. L’integrazione Scolastica e Sociale, 15(2): 150-160.
  51. Mura A., & Zurru A. L. (2019). Professionalità docente e processi di inclusione: dall’indagine sulle pratiche didattiche alla rilevazione dei bisogni formativi. L’integrazione Scolastica e Sociale, 18(1): 43-57.
  52. Mura A., Zurru A. L., & Tatulli I. (2019). Theoretical and Methodological Elements of an Inclusive Approach to Education. Education Science & Society, 10(2): 123-136. Doi: 10.3280/ess2-2019oa8654.
  53. OECD (2017). The OECD Handbook for Innovative Learning Environments. OECD. Doi: 10.1787/9789264277274-en.
  54. Osborne S. P., Radnor Z., & Strokosch K. (2016). Co-Production and the Co-Creation of Value in Public Services: A suitable case for treatment?. Public Management Review, 18(5): 639-653. Doi: 10.1080/14719037.2015.1111927.
  55. Owen R., Macnaghten P., & Stilgoe J. (2020). Responsible research and innovation: From science in society to science for society, with society. In Emerging Technologies: Ethics, Law and Governance (pp. 117-126). Routledge. Doi: 10.4324/9781003074960-11.
  56. Pavone M. (2010). Dall’esclusione all’inclusione. Lo sguardo della Pedagoia Speciale. Milano: Mondadori.
  57. Pavone M. (2015). Scuola e Bisogni Educativi Speciali. Milano: Mondadori.
  58. Pellegrini M., & Vivanet G. (2021). Evidence-Based Policies in Education: Initiatives and Challenges in Europe. ECNU Review of Education, 4(1): 25-45. Doi: 10.1177/2096531120924670.
  59. Reyes E. J. C., Gasset D. I., de la Herrán Gascón A., Leal C. M. L., Moreno D. C. R., & Agüera R. M. (2017). Inclusion of Students with Intellectual Disabilities 30 Years Later: Ethics Evaluation of Family Criteria. A Pilot Project. Procedia - Social and Behavioral Sciences, 237: 1347-1351. Doi: 10.1016/J.SBSPRO.2017.02.222.
  60. Seiça A., & Sanches M. de F. C. (2014). School Equity: The Students’ Perspectives in Diverse School Contexts. Procedia - Social and Behavioral Sciences, 116: 2015-2022. Doi: 10.1016/J.SBSPRO.2014.01.513.
  61. Stenberg K. (2010). Identity work as a tool for promoting the professional development of student teachers. Reflective Practice, 11(3): 331-346. Doi: 10.1080/14623943.2010.490698.
  62. UNESCO (1994). The UNESCO Salamanca Statement and Framework for Action on Special Educational Needs Education. In Policy. UNESCO.
  63. UNESCO (2005). Guidelines for Inclusion: Ensuring Access to Education for All.
  64. UNESCO (2021). Reimagining our futures together: a new social contract for education. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000379707.
  65. Vincent-Lancrin S., Urgel J., Kar S., & Jacotin G. (2019). Measuring Innovation in Education 2019. OECD. Doi: 10.1787/9789264311671-en.
  66. Voorberg W. H., Bekkers V. J. J. M., & Tummers L. G. (2014). A Systematic Review of Co-Creation and Co-Production: Embarking on the social innovation journey. Public Management Review, 17(9): 1333-1357. Doi: 10.1080/14719037.2014.930505.
  67. WHO (2001). International Classification of Functioning, Disability and Health. WHO.
  68. WHO (2007). ICF-CY Classificazione Internazionale del Funzionamento, della Disabilità e della Salute - Versione per bambini e adolescenti. Trento: Erickson.
  69. Wiener R. (2020). Recovery and Renewal: Principles for Advancing Public Education Post-Crisis.
  70. Zota R. R., & Granovskiy B. (2021). Remote Learning for K-12 Schools During the COVID-19 Pandemic. https://crsreports.congress.gov.

Metrics

Metrics Loading ...