Curriculum and inclusion: critical issues and redefinition lines

Catia Giaconi; Noemi Del Bianco; Simone Capellini; Arianna Taddei

Articles/Articoli

Vol. 8 No. 2 (2017): ESS - Rethinking the design process, rethinking the curriculum

Curriculum and inclusion: critical issues and redefinition lines

Catia Giaconi^▸^▾
Noemi Del Bianco^▸^▾
Simone Capellini
Arianna Taddei

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Submitted: dicembre 27, 2017
Published: 2017-12-10

Abstract

The aim of this article is to analyze the core of the curriculum-inclusion pair according to a specific interpretation that reconsiders the inclusive identity of scholastic institutes, able to programme a balanced curriculum both in disciplinary demands and Quality of Life remarkable areas, for all students, with and without disabilities. Beginning from the theoretical framework of the Quality of Life, the authors, after the illustration of the issues related to Italian and Brazilian context and referring to two pilot studies with specialized teachers, identify some areas of intervention that could lead to consider the curriculum in an inclusive perspective, without the individualization of specific curricular forms, exclusively devoted to this perspective.

Keywords: Curriculum, Inclusion, Personalization, Quality of Life

References

Adams L. et al. (2006), “Individual Planning: An Exploration of Link Between Quality of Plan and Quality of Life”, British Journal of Learning Disabilities, 34, pp. 68-76.
Booth, T., Ainscow, M. (2002), Index for inclusion: Developing Learning and Participation in Schools, Bristol, CSIE.
Caldin R. (2009), La prospettiva inclusiva nella/della scuola. Percorsi di ricerca e nuove questioni. Studium Educationis, 3, pp. 85-99.
Camedda D., Santi M. (2016), Essere insegnanti di tutti: Atteggiamenti inclusivi e formazione per il sostegno, L’integrazione scolastica e sociale, vol 15, no. 2, pp. 141-149.
Canevaro A. (2008) (Ed.), L’integrazione scolastica degli alunni con disabilità, Erickson, Trento.
Conselho Nacional de Educação - Câmara de Educação Básica, Resolução n.4, de 02 de outubro de 2009, Diretrizes Operacionais para o Atendimento Educacional Especializado na Educação Básica, modalidade Educação Especial, Brasília, Brazil.
Conselho Nacional de Educação - Câmara de Educação Básica, Resolução no 02, de 11 de setembro de 2001, Diretrizes nacionais para educação especial na educação básica, Brasília, Brazil.
Cottini L. (2014), Insegnante di sostegno. Le scuole dell’inclusione ne hanno bisogno? in Orizzonte scuola.it.
Dovigo F. (2008), “L’Index per l’inclusione: una proposta per lo sviluppo inclusivo della scuola”, in Booth, T. and Ainscow, M., L’Index per l’inclusione. Promuovere l’apprendimento e la partecipazione nella scuola, Edizione italiana a cura di Fabio Dovigo e Dario Ianes, Erickson, Trento, p. 22.
Dovigo F. (2017), “Una scuola inclusiva è una scuola in movimento”, in Catalfamo A., Savia G., Cultura inclusiva nella scuola e progettazioni curricolari. Suggestioni e proposte. Atti del convegno (Catania, 10-11 maggio 2016), Erickson, Trento.
Faubert, B. (2012), “A Literature Review of School Practices to Overcome School Failure”, OECD Education Working Papers, 68, OECD Publishing, p. 4. http://dx.doi.org/10.1787/5k9flcwwv9tk-en
Giaconi C. (2013), “Elementos de didática inclusiva em classes com alunos com Dislexia”, in Capellini S.A., Dislexia, WAK EDITORA, Brazil.
Giaconi C. (2015), Qualità della vita e adulti con disabilità, Franco Angeli, Milano.
Giaconi C., Capellini S.A. (2013), Os professores entina. Alguns alunos nao aprendem. Porque isso acontece, Fundepe, San Paolo.
Giaconi C., Capellini S.A. (2015), Conoscere per includere. Riflessioni e linee operative per pro-fessionisti in formazione, FrancoAngeli, Milano.
Ianes D. (2005), Bisogni Educativi Speciali e inclusione. Valutare le reali necessità e attivare le risorse, Erickson, Trento
Laurillard D. (2012), Teaching as a Design Science: Building pedagogical patterns for learning and technology, Routledge, London.
Meijer C.J.W. (2003), Inclusive Education and Effective Classroom Practices, European Agency for Development in Special Needs Education, Middelfart.
Ministério da Educação. Saberes e práticas da inclusão: recomendações para a construção de escolas inclusivas (2006), SEESP/MEC – Brasília: MEC, Secretaria de Educação Especial, Brazil.
Mittler P. (2000), Working Towards Inclusive Education: Social Contexts, David Fulton, London.
OECD, (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD, pp. 15-16.
Rossi P.G. (2011), Didattica enattiva, Franco Angeli, Milano.
Rossi P.G., Giaconi C. (2016), Micro-progettazione: pratiche a confronto. Propit, Eas, Flip, Franco Angeli, Milano.
Sayed, Y., Soudien, C. and Carrim, N. (2003), “Discourses of exclusion and inclusion in the South: Limits and possibilities”, Journal of Educational Change, 4, pp. 231-248.
Santi M. (2006), Costruire comunità di integrazione in classe, Pensa MultiMedia, Lecce.
Schalock R.L., Verdugo Alonso M. (2002), Handbook of quality of life for human service practitioners American association on Mental Retardation, Washington, DC.
Schalock R.L., Gardner J.F., Bradley V.J. (2007), “Quality of Life for People with Intellectual and Other Developmental Disabilities”, American Association on Intellectual and Developmental Disabilities, Washington, DC.
Schalock R. L., Verdugo Alonso M. (2009), “Quality of Life: From concept to future applications in the field of intellectual disabilities”, Journal of Policy and Practice in Intellectual Disability, 6, 62-64.
Schalock R. L., Verdugo Alonso M. (2012), A Leadership Guide for Today’s Disabilities Organizations, Paul H. Brookes Publishing Co. Baltimore, Maryland.

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How to Cite

Giaconi, C., Del Bianco, N., Capellini, S., & Taddei, A. (2017). Curriculum and inclusion: critical issues and redefinition lines. Education Sciences & Society - Open Access, 8(2). Retrieved from https://journals.francoangeli.it/index.php/ess/article/view/5633

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[1] Adams L. et al. (2006), “Individual Planning: An Exploration of Link Between Quality of Plan and Quality of Life”, British Journal of Learning Disabilities, 34, pp. 68-76.

[2] Booth, T., Ainscow, M. (2002), Index for inclusion: Developing Learning and Participation in Schools, Bristol, CSIE.

[3] Caldin R. (2009), La prospettiva inclusiva nella/della scuola. Percorsi di ricerca e nuove questioni. Studium Educationis, 3, pp. 85-99.

[4] Camedda D., Santi M. (2016), Essere insegnanti di tutti: Atteggiamenti inclusivi e formazione per il sostegno, L’integrazione scolastica e sociale, vol 15, no. 2, pp. 141-149.

[5] Canevaro A. (2008) (Ed.), L’integrazione scolastica degli alunni con disabilità, Erickson, Trento.

[6] Conselho Nacional de Educação - Câmara de Educação Básica, Resolução n.4, de 02 de outubro de 2009, Diretrizes Operacionais para o Atendimento Educacional Especializado na Educação Básica, modalidade Educação Especial, Brasília, Brazil.

[7] Conselho Nacional de Educação - Câmara de Educação Básica, Resolução no 02, de 11 de setembro de 2001, Diretrizes nacionais para educação especial na educação básica, Brasília, Brazil.

[8] Cottini L. (2014), Insegnante di sostegno. Le scuole dell’inclusione ne hanno bisogno? in Orizzonte scuola.it.

[9] Dovigo F. (2008), “L’Index per l’inclusione: una proposta per lo sviluppo inclusivo della scuola”, in Booth, T. and Ainscow, M., L’Index per l’inclusione. Promuovere l’apprendimento e la partecipazione nella scuola, Edizione italiana a cura di Fabio Dovigo e Dario Ianes, Erickson, Trento, p. 22.

[10] Dovigo F. (2017), “Una scuola inclusiva è una scuola in movimento”, in Catalfamo A., Savia G., Cultura inclusiva nella scuola e progettazioni curricolari. Suggestioni e proposte. Atti del convegno (Catania, 10-11 maggio 2016), Erickson, Trento.

[11] Faubert, B. (2012), “A Literature Review of School Practices to Overcome School Failure”, OECD Education Working Papers, 68, OECD Publishing, p. 4. http://dx.doi.org/10.1787/5k9flcwwv9tk-en

[12] Giaconi C. (2013), “Elementos de didática inclusiva em classes com alunos com Dislexia”, in Capellini S.A., Dislexia, WAK EDITORA, Brazil.

[13] Giaconi C. (2015), Qualità della vita e adulti con disabilità, Franco Angeli, Milano.

[14] Giaconi C., Capellini S.A. (2013), Os professores entina. Alguns alunos nao aprendem. Porque isso acontece, Fundepe, San Paolo.

[15] Giaconi C., Capellini S.A. (2015), Conoscere per includere. Riflessioni e linee operative per pro-fessionisti in formazione, FrancoAngeli, Milano.

[16] Ianes D. (2005), Bisogni Educativi Speciali e inclusione. Valutare le reali necessità e attivare le risorse, Erickson, Trento

[17] Laurillard D. (2012), Teaching as a Design Science: Building pedagogical patterns for learning and technology, Routledge, London.

[18] Meijer C.J.W. (2003), Inclusive Education and Effective Classroom Practices, European Agency for Development in Special Needs Education, Middelfart.

[19] Ministério da Educação. Saberes e práticas da inclusão: recomendações para a construção de escolas inclusivas (2006), SEESP/MEC – Brasília: MEC, Secretaria de Educação Especial, Brazil.

[20] Mittler P. (2000), Working Towards Inclusive Education: Social Contexts, David Fulton, London.

[21] OECD, (2012), Equity and Quality in Education: Supporting Disadvantaged Students and Schools, OECD, pp. 15-16.

[22] Rossi P.G. (2011), Didattica enattiva, Franco Angeli, Milano.

[23] Rossi P.G., Giaconi C. (2016), Micro-progettazione: pratiche a confronto. Propit, Eas, Flip, Franco Angeli, Milano.

[24] Sayed, Y., Soudien, C. and Carrim, N. (2003), “Discourses of exclusion and inclusion in the South: Limits and possibilities”, Journal of Educational Change, 4, pp. 231-248.

[25] Santi M. (2006), Costruire comunità di integrazione in classe, Pensa MultiMedia, Lecce.

[26] Schalock R.L., Verdugo Alonso M. (2002), Handbook of quality of life for human service practitioners American association on Mental Retardation, Washington, DC.

[27] Schalock R.L., Gardner J.F., Bradley V.J. (2007), “Quality of Life for People with Intellectual and Other Developmental Disabilities”, American Association on Intellectual and Developmental Disabilities, Washington, DC.

[28] Schalock R. L., Verdugo Alonso M. (2009), “Quality of Life: From concept to future applications in the field of intellectual disabilities”, Journal of Policy and Practice in Intellectual Disability, 6, 62-64.

[29] Schalock R. L., Verdugo Alonso M. (2012), A Leadership Guide for Today’s Disabilities Organizations, Paul H. Brookes Publishing Co. Baltimore, Maryland.