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

Articoli/Articles

V. 11 N. 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
Inviata
24 marzo 2020
Pubblicato
01-06-2020

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.

Riferimenti bibliografici

  1. Ainscow M. (2015). Towards self-improving school systems: Lessons from a city challenge. London: Routledge.
  2. Anderson J., Boyle C. (2015). Inclusive education in Australia: Rhetoric, reality and the road ahead. Support for Learning, 30(1): 4-22.
  3. Armstrong D., Armstrong A. C., Spandagou I. (2011). Inclusion: by choice or by chance?. International Journal of Inclusive Education, 15(1): 29-39.
  4. Baik C., Larcombe W., Brooker A. (2019). How universities can enhance student mental wellbeing: the student perspective. Higher Education Research & Development, 38(4): 674-687.
  5. Barton L. (1997). Inclusive education: romantic, subversive or realistic?. International Journal of Inclusive Education, 1(3): 231-242.
  6. Baumeister R. F., Leary M. R. (2017). The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation. Interpersonal Development, 117(3): 57-89.
  7. Bellacicco R. (2018). Verso una università inclusiva. La voce degli student con disabilità. Milano: FrancoAngeli.
  8. Booth T. and Ainscow M. (2011). Index for inclusion: Developing learning and participation in schools. Bristol, UK: Centre for Studies on Inclusive Education.
  9. Brooker A., Brooker S., Lawrence J. (2017). First year students’perceptions of their difficulties. Student Success, 8(1): 49-62.
  10. Browne M., Michelle M. (2016). A rights-based conceptual framework for the social inclusion of children and young persons with an intellectual disability. Disability and Society, 31(8): 1064-1080.
  11. Canevaro A. (a cura di) (1998). La formazione dell’educatore professionale: percorsi teorici e pratici per l’operatore pedagogico. Roma: La Nuova Italia.
  12. Canevaro A. (2014). Le università e i disabili come originalità, ovvero ripensare la realtà inclusiva… Ricordando Edoardo Arslan. In: Pavone M. editor, Inclusione di studenti con disabilità e DSA nell’Università: una sfida possibile. pp. 323-327 Integrazione scolastica e sociale (monografia), 13(4).
  13. Carvalho S., de Oliveira Mota M. (2010). The role of trust in creating value and student loyalty in relational exchanges between higher education institutions and their students. Journal of Marketing for Higher Education, 20(1): 145-165.
  14. Circolare Ministeriale, n. 8 Roma, 6 marzo 2013 Prot. 561. “Strumenti d’intervento per alunni con bisogni educativi speciali e organizzazione territoriale per l’inclusione scolastica”.
  15. CNUDD (2014). Conferenza Nazionale Universitaria Delegati per la Disabilità (2014), Linee guida.
  16. Cobigo V., Ouellette-Kuntz H., Lysaght R., Martin L. (2012). Shifting our conceptualization of social inclusion. Stigma Research and Action, 2(2): 75-84.
  17. Connor D., Goldmansour K. (2012). Doing the civil right thing: Supporting children with disabilities in inclusive classes. Bankstreet Occasional Papers, 28. Retrieved from: https://www.bankstreet.edu/occasional-papers/occasionalpapers-28/doing-the-civil-right-thing/
  18. Cologon K. (2014). Better together: Inclusive education in the early years. In: Cologon K., editor, Inclusive education in the early years: Right from the start. pp. 3-26. Oxford University Press: South Melbourne.
  19. De Coninck D., Matthijs K., Luyten P. (2019). Subjective well-being among first-year university students: A two-wave prospective study in Flanders, Belgium. Student Success, 10(1): 33-45.
  20. Del Bianco N. (2018). L’autodeterminazione nelle persone con disabilità intellettive: principi e procedure. In: Giaconi C., Del Bianco N., a cura di, Inclusione 3.0. pp. 113-137. Milano: FrancoAngeli.
  21. Demetriou C., Powell C. (2014). Positive Youth Development and Undergraduate Student Retention. Journal of College Student Retention: Research, Theory & Practice, 16(3): 419-444.
  22. Demetriou C. and Schmitz-Sciborski A. (2011). Integration, motivation, strengths and optimism: Retention theories past, present and future. In: R. Hayes, editor, Proceedings of the 7th National Symposium on Student Retention, Charleston. pp. 300-312. Norman, OK: The University of Oklahoma.
  23. Demetriou C., Ellis J., Huerta-Bapat C. and Powell, C. (in press). A little becomes a lot: Advancing a model of microaffirmations for student success. In: McLaughlin G., Howard R. McLaughlin J. Knight W. E., editors, CRSDE Sourcebook. University of Oklahoma.
  24. Deroma V., Leach J., Leverett J., Patrick J. (2009). The relationship between depression and college academic performance. College Student Journal, 43(2): 325-334.
  25. Dyson R., Renk K. (2006). Freshmen adaptation to university life: Depressive symptoms, stress, and coping. Journal of Clinical Psychology, 62(10): 1231-1244. DOI:10.1002/jclp.20295.
  26. Ellis J. M., Powell C. S., Demetriou C. P., Huerta-Bapat C., Panter A. T. (2019). Examining first-generation college student lived experiences with microaggressions and microaffirmations at a predominately White public research university. Cultural Diversity and Ethnic Minority Psychology, 25(2): 266-279. DOI:10.1037/cdp0000198.
  27. Gazzetta Ufficiale, serie generale, n. 82, del 2 aprile 1971, Legge n. 118 del 30 marzo 1971 “Conversione in legge del D.L. 30 gennaio 1971, n. 5 e nuove norme in favore dei mutilati ed invalidi civili”.
  28. Gazzetta Ufficiale, serie generale, n. 224, del 18 agosto 1977, Legge n. 517 del 4 agosto 1977 “Norme sulla valutazione degli alunni e sull’abolizione degli esami di riparazione nonché altre norme di modifica dell’ordinamento scolastico”.
  29. Gazzetta Ufficiale, serie generale, n. 39, del 17 febbraio 1992, Suppl. Ordinario, Legge n. 104 del 5 febbraio 1992 “Legge quadro per l’assistenza, l’integrazione sociale e i diritti delle persone handicappate”
  30. Gazzetta Ufficiale, serie generale, n. 244, del 18 ottobre 2010, Legge n. 170 del 8 ottobre 2010 “Nuove norme in materia di disturbi specifici di apprendimento in ambito scolastico”.
  31. Gazzetta Ufficiale, serie generale, n. 112, del 16 maggio 2017, Suppl. Ordinario n. 23, Decreto Legislativo 13 aprile 2017, n. 66 “Norme per la promozione dell’inclusione scolastica degli studenti con disabilità”.
  32. Gazzetta Ufficiale, serie generale, n. 262 del 09 novembre 2010, Suppl. Ordinario n. 243, Legge n. 183 del 4 novembre 2010 “Deleghe al Governo in materia di lavori usuranti, di riorganizzazione di enti, di congedi, aspettative e permessi, di ammortizzatori sociali, di servizi per l’impiego, di incentivi all’occupazione, di apprendistato, di occupazione femminile, nonché misure contro il lavoro sommerso e disposizioni in tema di lavoro pubblico e di controversie di lavoro”.
  33. Giaconi C. (2015). Qualità della vita e adulti con disabilità. Milano: FrancoAngeli.
  34. Honneth A. (2003), Redistribution as recognition: A response to Nancy Fraser. In: Fraser N., Honneth A., editors, Redistribution or recognition? A political-philosophical exchange, pp. 110-197. London, United Kingdom: Verso.
  35. Ianes D. and Cramerotti S. (eds) (2007). Il piano educativo individualizzato. Progetto di vita. Trento: Erickson.
  36. Ianes D., Canevaro A., (2017). Liberi commenti alle Leggi 517/77 e 104/92. In: Ianes D., Canevaro A., a cura di, Lontani da dove? Passato e futuro dell’inclusione scolastica in Italia, Trento: Erickson.
  37. Lascioli A. and Pasqualotto L. (2011). Il piano educativo individualizzato su base ICF. Strumenti e prospettive per la scuola, Roma: Carrocci Faber.
  38. Krause K. and Coates, H. (2008). Students’ engagement in first‐year university. Assessment & Evaluation in Higher Education, 33(5): 493-505. DOI: 10.1080/02602930701698892.
  39. Kuh G. D., Kinzie J. L., Buckley J. A. Bridges B. K. and Hayek J. C. (2006). What matters to student success: A review of the literature. Washington, DC: National Postsecondary Education Cooperative.
  40. Matthews N. (2009). Teaching the ‘invisible’ disabled students in the classroom: Disclosure, inclusion and the social model of disability. Teaching in Higher Education, 14(3): 229-239.
  41. 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.
  42. Midkiff B., Langer M.M. Ellis J. Demetriou C. and Panter A.T. (2016). Using microaggressions and microaffirmations to measure everyday discrimination: A psychometric analysis of the Everyday Discrimination Scale among first generation college students. Denver, CO: American Psychological Association Meetings.
  43. Milner P., Kelly B. (2009). Community participation and inclusion: people with disabilities defining their place. Disability & Society, 24(1): 47-62, DOI: 10.1080/09687590802535410.
  44. Mitchell D. (2014). What really works in special and inclusive education. Routledge: London.
  45. Mogharreban C., Bruns D. (2009). Moving to inclusive pre-kindergarten classrooms: Lessons from the field. Early Childhood Education Journal, 36(5): 407-414.
  46. Mura A. (2011). Pedagogia speciale oltre la scuola. Dimensioni emergenti nel processo di integrazione. Milano: FrancoAngeli.
  47. Mura A. (2018). Prefazione. In: Bellacicco R., Verso una università inclusiva. La voce degli studenti con disabilità. pp. 8-10. Milano: FrancoAngeli.
  48. Nadal K. L. (2014). A guide to responding to microaggressions. CUNY Forum, 2(1): 71-76.
  49. OMS (2001). https://www.who.int/
  50. ONU (2004). https://www.un.org/
  51. Pace S., Pavone M. and Petrini D. (eds.) (2018). UNIversal Inclusion. Rights and Opportunities for students with Disabilities in the Academic Context. Milano: FrancoAngeli.
  52. Powell C., Demetriou C., Fisher A. (2013). Micro-affirmations in academic advising: Small acts, big impact. The Mentor: An Academic Advising Journal. Retrieved from https://dus.psu.edu/mentor/2013/10/839/.
  53. Rainone N., Freda M. F., Valerio P. (2010). Inclusione e partecipazione attiva all’università, Psicologia Scolastica, 9(1): pp. 81-98.
  54. Rowe M. (2008). Micro-affirmations and micro-inequities. Journal of the International Ombudsman Association, 1(1): 45-48.
  55. Russell B., Slater G. (2011). Factors that encourage student engagement: Insights from a case study of ‘first time’ students in a New Zealand University. Journal of University Teaching and Learning Practice, 8(1): 1-15.
  56. Sagramola O. (1989). L’inserimento scolastico degli handicappati. Principi e norme. Brescia: La Scuola.
  57. Scorgie K., Forlin, C. (2019), Social inclusion and belonging: Affirming validation, agency and voice. In: Forlorn C., editor, International perspectives on inclusive education, Vol. 13. pp. 3-15. West Yorkshire, United Kingdom: Emerald Publishing Limited.
  58. Snyder C. R. (2003). Psychology of hope: You can get there from here. New York, NY: Free Press.
  59. Snyder C. R., Lehman K. A., Kluck B., Monsson Y. (2006). Hope for rehabilitation and vice versa. Rehabilitation Psychology, 51(2): 89-112. DOI:10.1037/0090-5550.51.2.89.
  60. Snyder C. R. (2002). Hope theory: Rainbows in the mind, Psychological Inquiry, 13(4): 249-275. DOI:10.1207/S15327965PLI1304_01.
  61. Strayhorn T. L. (2012). College students’ sense of belonging: A key to educational success for all students. New York: Routledge.
  62. Sue D. W. (2010). Microaggressions and marginality: Manifestation, dynamics, and impact. Hoboken, NJ: Wiley.
  63. Sue D. W., Bucceri J., Lin A. I., Nadal K. L., Torino G. C. (2009). Racial microaggressions and the Asian American experience. Asian American Journal of Psychology, S(1): 88-101.
  64. Sue D. W., Capodilupo C. M., Holder A. M. B. (2008). Racial microaggressions in the life experience of Black Americans. Professional Psychology: Research and Practice, 39(3): 329-336. DOI:10.1037/0735-7028.39.3.329.
  65. Sue D. W., Capodilupo C. M., Torino G. C., Bucceri J. M., Holder A. M., Nadal K. L., Esquilin M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62: 271-286.
  66. Taddei A. (2017). Educazione inclusiva e cooperazione internazionale. Un intervento in El Salvador. Milano: FrancoAngeli.
  67. Terzi L. (2013). Disabilità e Uguaglianza Civica; la prospettiva del Capability Approch. Italian Journal of Disability Studies, 1(1): 41-58.
  68. Tomio P. (2017), Equità e diversità: il ruolo degli Organismi di parità nelle università italiane. In: Menozzi D., Mottola C., editors, Pari dignità e sviluppo della persona. Rileggere oggi l’art. 3 della Costituzione. Pisa: Edizioni della Normale.
  69. Tramma S. (2017). Divenire ed essere educatrici ed educatori nei servizi socioeducativi della contemporaneità, Pedagogia oggi, 2: XV.
  70. Willan J., Parker-Rees R. and Savage J. (2007). Early childhood studies: An Introduction to the study of children’s worlds and children’s lives. Exeter, United Kingdom: Learning Matters.
  71. World Health Organization (‎2001)‎. International classification of functioning, disability and health: ICF. World Health Organization.
  72. Young S. (2006). Micromessaging: Why great leadership is beyond words. New York, NY: McGraw-Hill.

Metriche

Caricamento metriche ...

Puoi leggere altri articoli dello stesso autore/i

<< < 1 2