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Vol. 11 No. 1 (2020): Pedagogia dell'oggi: le sfide del presente. Percorsi di ricerca. Il tempo odierno del coronavirus

Microaffirmations as a tool to support the process of inclusive education

  • Ilaria D'Angelo
  • Cynthia Demetriou
  • Candace Jones
DOI
https://doi.org/10.3280/ess1-2020oa9429
Submitted
March 24, 2020
Published
2020-06-01

Abstract

The main question that guides this work concerns the intentional use of microaffirmations in support of the inclusive education process. We will describe how microaffirmations can help to achieve significant goals for inclusive education both inside and outside the classroom (Ainscow 2015; Messiou et al., 2016). Specifically, attention will be focused on how support and recognition communicated through microaffirmations can improve sense of belonging as an essential element of creating safe spaces for learning (Mitchell, 2014). The theoretical overview provided here sets the groundwork for a research study, to be implemented in Italy and the United States, where inclusion and microaffirmation is the binomial investigated.

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