Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito
FrancoAngeli Journals

Articoli/Articles

V. 10 N. 1 (2019): Disabilità e Qualità della Vita: percorsi e progetti per l’inclusione universitaria e sociale

An inclusive profile for support teachers in training: The effectiveness of the specialization program at the University of Turin

Inviata
13 marzo 2019
Pubblicato
13-06-2019

Abstract

Developing competences for inclusive education in future support teachers is essential to ensure that they become not only experts in interventions on students with disabilities but are prepared to face the broad challenges of the school of differences. This study examined the effectiveness of the specialization program in Special Education organised by the University of Turin (2016/17) in enhancing teachers’competences and knowledge on inclusion. The teaching strategies used during the program, which were more associated with this purpose, and the application of acquired skills in classroom were also examined. 180 teachers participated in the survey, completing a questionnaire based on the Profile of inclusive teachers (EADSNE, 2012). The results indicate that the program had positive effects, moderate-to-large, in increasing teachers' competences and knowledge on inclusion. In addition, most of the trainees was also able to implement these in schools. Regarding the teaching practices, the opportunity of dialogue with other trainees, and the teaching experience in school placements were perceived by participants as the most incisive.

Riferimenti bibliografici

  1. Alghazo E. M., Dodeen H., Algaryouti I. A. (2003). Attitudes of pre-service teachers towards persons with disabilities: Predictions for the success of inclusion. College Student Journal, 37(4): 515-522.
  2. Arcangeli L., Bartolucci M., Sannipoli M. (2016). La percezione della qualità dei processi inclusivi: il punto di vista della scuola. L’integrazione scolastica e sociale, 15(2): 125-140.
  3. Argentin G. (2018). Gli insegnanti nella scuola italiana. Ricerche e prospettive di intervento. Bologna: il Mulino.
  4. Armstrong D., Armstrong A.C., Spandagou I. (2011). Inclusion: by Choice or by Chance?. International Journal of Inclusive Education, 15 (1): 29-39.
  5. Avramidis E., Norwich B. (2002). Teachers' attitudes towards integration/inclusion: A review of the literature. European journal of special needs education, 17(2): 129-147.
  6. Baker-Ericzén M. J., Garnand Mueggenborg M., Shea M. M. (2009). Impact of Trainings on Child Care Providers' Attitudes and Perceived Competence Toward Inclusion: What Factors Are Associated With Change?. Topics in Early Childhood Special Education, 28(4): 196-208.
  7. Bong M., Skaalvik E. M. (2003). Academic self-concept and self-efficacy: How different are they really?. Educational psychology review, 15(1): 1-40.
  8. Borg G., Hunter J., Sigurjonsdottir B. e D’Alessio S. (2011). Key principles for promoting quality in inclusive education. Brussels, Belgium: European Agency for Development in Special Needs Education.
  9. Brock M.E., Carter E.W. (2016). A meta-analysis of practitioner training to improve implementation of interventions for students with disabilities. Remedial and Special Education, 38(3): 131-144.
  10. Calvani A., Menichetti L., Pellegrini M., Zappaterra T. (2017). La formazione per il sostegno. Valutare l'innovazione didattica in un'ottica di qualità. Form@re, 17(1): 18-48.
  11. Camedda D., Santi M. (2016). Essere insegnanti di tutti: Atteggiamenti inclusivi e formazione per il sostegno. L'integrazione scolastica e sociale, 15(2): 141-149.
  12. Campbell J., Gilmore L., Cuskelly M. (2003). Changing student teachers’ attitudes towards disability and inclusion. Journal of Intellectual and Developmental Disability, 28: 369-379.
  13. Canevaro A. (2014). Editoriale: Tre temi su cui lavorare. L’integrazione scolastica e sociale, 13(3): 196-199.
  14. Canevaro A., d’Alonzo L., Ianes D., a cura di (2009). L'integrazione scolastica di alunni con disabilità dal 1977 al 2007: Risultati di una ricerca attraverso lo sguardo delle persone con disabilità e delle loro famiglie. Bolzano: Bolzano University Press.
  15. Canevaro A., d’Alonzo L., Ianes D., Caldin R. (2011). L'integrazione scolastica nella percezione degli insegnanti. Trento: Erickson.
  16. Carroll A., Forlin C., Jobling A. (2003). The impact of teacher training in special education on the attitudes of Australian preservice general educators towards people with disabilities. Teacher Education Quarterly, 30: 65-79.
  17. Commissione delle Comunità europee (2006). Proposta di raccomandazione del parlamento europeo e del consiglio sulla costituzione del Quadro europeo delle Qualifiche e dei Titoli per l’apprendimento permanente. Bruxelles.
  18. Copfer S., Specht J. (2014). Measuring effective teacher preparation for inclusion. In: Forlin C. e Loreman T., a cura di, Measuring Inclusive Education (pp. 93-113). Emerald Group Publishing Limited.
  19. Cottini L. (2014). Promuovere l’inclusione: l’insegnante specializzato per le attività di sostegno in primo piano. Italian Journal of Special Education for Inclusion, anno II, n. 2: 10-20.
  20. d’Alonzo L. (2016). La differenziazione didattica per l'inclusione. Metodi, strategie, attività. Trento: Erickson.
  21. de Anna L. (2014). La scuola inclusiva: ruoli e figure professionali. Italian Journal of Special Education for Inclusion, anno II, n. 2: 109-127.
  22. de Boer A., Pijl S.J., Minnaert A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15: 331–353.
  23. Demo H. (2014). Il fenomeno del push e pull out nell’integrazione scolastica italiana. Discussione di alcuni recenti dati di ricerca. L’integrazione scolastica e sociale, 13/3: 202-217.
  24. Dell’Anna S., Pellegrini M., Ianes D. (in pubblicazione). Experiences and Learning Outcomes of Students Without Special Educational Needs in Inclusive Settings: A Systematic Review. International Journal of Inclusive Education, doi: 10.1080/13603116.2019.1592248.
  25. EADSNE (2012). La formazione docente per l’inclusione. Profilo dei docenti inclusivi. Testo disponibile al sito: https://www.european-agency.org/sites/default/files/te4i-profile-of-inclusive-teachers_Profile-of-Inclusive-Teachers-IT.pdf (10/03/2019).
  26. Ellins J., Porter J. (2005). Departmental differences in attitudes to special educational needs in the secondary school. British Journal of Special Education, 32(4): 188-195.
  27. Fiorucci A. (2014). Gli atteggiamenti degli insegnanti verso l’inclusione e la disabilità: uno sguardo internazionale. Italian Journal of Special Education for Inclusion, 2(1): 53-66.
  28. Forlin C., Cedillo I.G., Romero‐Contreras S., Fletcher T., Rodriguez Hernández H.J. (2010). Inclusion in Mexico: Ensuring supportive attitudes by newly graduated teachers. International Journal of inclusive education, 14(7): 723-739.
  29. Ianes D. (2005). Bisogni educativi speciali e inclusione: Valutare le reali necessità e attivare tutte le risorse. Trento: Erickson.
  30. Ianes D. (2014a). L'evoluzione dell'insegnante di sostegno. Verso una didattica inclusiva. Trento: Erickson.
  31. Ianes D. (2014b). Insegnanti di sostegno: un’evoluzione necessaria. Italian Journal of Special Education for Inclusion, anno II (2): 35-53.
  32. Ianes D. (2015). L'evoluzione dell'insegnante di sostegno-nuova edizione: Verso una didattica inclusiva. Trento: Erickson.
  33. ISTAT (2018). L’integrazione scolastica degli alunni con disabilità nelle scuole primarie e secondarie di primo grado. Testo disponibile al sito: https://www.istat.it/it/files/2018/03/alunni-con-disabilit%C3%A0-as2016-2017.pdf (10/03/2019).
  34. Kirch S.A., Bargerhuff M.E., Turner H., Wheatly M. (2005). Inclusive science education: Classroom teacher and science educator experiences in CLASS workshops. School Science and Mathematics, 105(4): 175-196.
  35. Kraska J., Boyle C. (2014). Attitudes of preschool and primary school pre-service teachers towards inclusive education. Asia-Pacific Journal of Teacher Education, 42(3): 228-246.
  36. Kurniawati F., de Boer A.A., Minnaert A.E.M.G., Mangunsong F. (2017). Evaluating the effect of a teacher training programme on the primary teachers’ attitudes, knowledge and teaching strategies regarding special educational needs. Educational Psychology, 37(3): 287-297.
  37. Malinen O.P., Savolainen H., Engelbrecht P., Xu J., Nel M., Nel N. Tlale D. (2013). Exploring teacher self-efficacy for inclusive practices in three diverse countries. Teaching and Teacher Education, 33: 34-44.
  38. Messiou K., Ainscow M., Echeita G., Goldrick S., Hope M., Paes I., Sandoval M., Simon C., Vitorino T. (2016). Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27(1): 45-61.
  39. Monsen J. J., Frederickson N. (2004). Teachers' attitudes towards mainstreaming and their pupils' perceptions of their classroom learning environment. Learning Environments Research, 7(2): 129-142.
  40. Mura A. (2014). Scuola secondaria, formazione dei docenti e processi inclusivi: una ricerca sul campo. Italian Journal of Special Education for Inclusion, anno II (2): 175-190.
  41. 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.
  42. Nes K., Demo H., Ianes D. (2017). Inclusion at risk? Push and pull-out phenomena in inclusive school systems: the Italian and Norwegian experiences. International Journal of Inclusive Education, 22(2): 111-129.
  43. Norwich B., Nash T. (2011). Preparing teachers to teach children with special educational needs and disabilities: the significance of a national PGCE development and evaluation project for inclusive teacher education. Journal of Research in Special Educational Needs, 11(1): 2-11.
  44. ONU. (2006). Convenzione sui diritti delle persone con disabilità.
  45. ONU. (2015). Trasformare il nostro mondo: l’Agenda 2030 per lo Sviluppo Sostenibile.
  46. Pavone M. (2014). L’inclusione educativa. Indicazioni pedagogiche per la disabilità. Milano: Mondadori Università.
  47. Pellerey M. (2011). Competenza. Education Science & Society, 1: 173-179.
  48. Pilgrim M., Hornby G., Everatt J., Macfarlane A. (2017). Evaluation of an innovative programme for training teachers of children with learning and behavioural difficulties in New Zealand. Educational Review, 69(3): 337-348.
  49. Pit-ten Cate I.M., Markova M., Krischler M., Krolak-Schwerdt S. (2018). Promoting Inclusive Education: The Role of Teachers' Competence and Attitudes. Insights into Learning Disabilities, 15(1): 49-63.
  50. Santi M. (2015). Improvvisare creatività: nove principi di didattica sull’eco di un discorso polifonico. Studium Educationis, 2: 103-113.
  51. Santi M., Ruzzante G. (2016). Riformare il sostegno? L’inclusione come opportunità tra delega e corresponsabilità. Italian Journal of Special Education for Inclusion, anno IV, n. 2: 57-74.
  52. St. Louis K.O., Węsierska K., Polewczyk I. (2018). Improving Polish stuttering attitudes: an experimental study of teachers and university students. American journal of speech-language pathology, 27(3S): 1195-1210.
  53. Sucuoğlu N.B., Bakkaloğlu H., Akalin S., Demir Ş., İşcen-Karasu F. (2015). The effects of the Preschool Inclusion Program on teacher outcomes in Turkey. Journal of Early Childhood Teacher Education, 36(4): 324-341.
  54. Treellle, Caritas, Fondazione Agnelli (2011). Gli alunni con disabilità nella scuola italiana. Bilancio e prospettive. Treno: Erickson.
  55. UNESCO (1994). The Salamanca Statement and framework for action on special needs education adopted by the world conference on special needs education: access and quality. Salamanca.
  56. UNESCO (2017). A guide for ensuring inclusion and equity in education. Paris: UNESCO.
  57. Winzer M., Altieri E., Larsson V. (2000). Portfolios as a tool for attitude change. Rural Special Education Quarterly, 19: 72-82.
  58. Yada A., Tolvanen A., Savolainen H. (2018). Teachers' attitudes and self-efficacy on implementing inclusive education in Japan and Finland: a comparative study using multi-group structural equation modelling. Teaching and Teacher Education, 75: 343-355.

Metriche

Caricamento metriche ...