LIBRI DI ARIANNA TADDEI

Un futuro sostenible y justo para la infancia y la juventud pasa por el compromiso con una educación que acoge y respeta a todos y a todas en sus trayectorias escolares. La educación inclusiva, entendida como derecho, es reconocer la diversidad de identidades que nos conduce a la eliminación de cualquier forma de exclusión. Desde esta perspectiva, incorporar el marco del DUA en educación, es un reto inaplazable. Un aporte estratégico a esta perspectiva de la inclusión proviene también de los avances científicos y tecnológicos: de los resultados en el estudio del sistema nervioso surge la necesidad de abordar su plasticidad y las repercusiones que ello tiene en las prácticas educativas inclusivas, y de las evidencias de que un empleo competente de las tecnologías ofrece una oportunidad para promover estrategias didácticas en beneficio de todos, sin excepciones. El artículo propone alimentar una reflexión multidimensional sobre el enfoque de educación inclusiva abordando tanto los principios y valores sociopolíticos y culturales, como las perspectivas de diseño pedagógico-curricular y de las herramientas tecnológicas que hoy pueden  representar recursos estratégicos.

Lo scenario internazionale restituisce una situazione allarmante sulle condizioni dell’infanzia nei contesti di emergenza umanitaria, determinati da catastrofi naturali, guerre e pandemie. Per molti anni le dimensioni di emergenza, educazione ed inclusione apparivano inconciliabili, fino a quando le politiche di cooperazione internazionale hanno iniziato ad adottare un approccio che si avvale dell’educazione e dell’inclusione come strumenti e dimensioni irrinunciabili nei contesti di crisi per la tutela dei diritti dell’infanzia. Le difficoltà presenti in questo tipo di intervento sono numerose ed eterogenee aprendo la riflessione pedagogica a domande fondamentali sul significato di un intervento educativo durante una crisi umanitaria, sulla possibilità di individuare gli assi pedagogici da adottare sulla base del contesto sociale culturale e politico ed infine, sull’importanza di garantire un approccio inclusivo. La riflessione si snoda attraverso l’analisi dell’approccio didattico inclusivo "Diamond Kite Project" (DkiteP) all’interno della Striscia di Gaza, avvalendosi delle testimonianze di tre attori chiave intervenuti a vario titolo nel processo di ideazione, formazione e implementazione dello strumento in ambito scolastico. L’analisi in merito al DkiteP ha messo in evidenza alcune questioni rilevanti connesse alla cornice teorica sull’Education in Emergencies (EiE): prima fra tutte, la sfida dell’inclusione scolastica nei contesti di emergenza si conferma tanto complessa quanto necessaria.

The COVID-19 has dramatically increased the inequalities of the opportunities to education and health services of the children with disabilities. The data collected from international agencies between 2020 and 2021 demonstrate the danger of further rising the risk of exclusion of children with disabilities especially in developing countries. The marginalization of people with sensory disabilities during the Pandemic have further expanded compared to the pre-Covid situation. The article aims to investigate the barriers that children with hearing disabilities have encountered in accessing socio-educational and rehabilitation services and reflect on the importance of social support flexibly from different local actors. In this perspective, the Center of Attention for Communication, Hearing and Language of the Central American University José Simeón Cañas of El Salvador provides educational and rehabilitation service aimed to children with hearing disabilities transforming their methodologies and practices. Based on this analysis, perspectives of action and research will be envisaged to plan the future starting from the lessons learned.

Among the present critical issues that pedagogy and special teaching have to deal with it is possible to notice the contrast between writing and technology, up to the pertinent field of prevention and observation of dysgraphies. The authors present in the following article a study conducted in Italy aimed at evaluating writing, specifically in the speed and pressure parameters in early literacy using NeuroScript Movalyzer Software. The aim is to implement suitable research paths to support the dissemination of observation procedures and inclusive teaching practices, capable of enhancing the fluidity of writing by all students.

Social inclusion of women with disabilities is currently an extremely complex challenge, an educational emergency, which mainly involves Special Education. The development of the international normative framework did not help the majority of women with disabilities, who are still socially underprivileged and are often victims of multi-discrimination, which is part of an extensive process of feminization of poverty.  Starting from the above mentioned daunting overview, the article aims at contributing to the debate on the need to reinforce a theoretical and methodological framework of interpretation. Such framework should be able to link the conditions of gender and disability together, thus pursuing an emancipating perspective. The article aspires to reflect on potential perspectives of social development, combining and balancing social protection elements with educational and employment opportunities through empowerment processes designed for women with disabilities. Such reflection will move its steps from the case-study on a journey of social and employment inclusion embraced by women with disabilities living in the difficult context of Gaza Strip

This paper provides a review of projects related to new technologies used to favour the teaching-learning processes and the inclusive practices in the University context for students with disabilities and with Specific Learning Disorders. Authors present a review of strategies, trajectories and perspectives activated in the national and international scene, aiming to guarantee a significant pedagogical framework of reference. Furthermore, the paper focuses on a meaningful path activated at the University of Macerata, the project Inclusion 3.0, a relevant example of new technologies in support of teaching-learning processes and inclusion practices among all students.   

The quality of educational services for childhood depends structurally on the professional competences of the educators who work in them: these competences have also matured within the services, but are primarily connected with the training paths that open up to the exercise of the profession. Recent regulations have made compulsory for educators in the 0-3 range to have an initial university training course within the L-19 degree class. This provision finds the universities at least partially prepared to face the consequent training challenge, but in a context that sees a strong heterogeneity of offer. The article, starting from a brief normative survey, identifies the fundamental characteristics of a possible academic curriculum for early childhood educators, based on hypotheses advanced in recent months. This hypothesis is then compared with the current reality of the degrees activated in Italy in the L-19 class, identifying the coherence and the reasons for problematics in the relationship between the actual situation and the new training request that is demanded to the courses themselves in this sector.

Lo scopo di questo articolo è quello di analizzare il nucleo della coppia curriculum-inclusione secondo una specifica interpretazione che riconsidera l'identità inclusiva degli istituti scolastici, in grado di programmare un curriculum equilibrato sia nelle richieste disciplinari che nelle aree di qualità della vita, per tutti gli studenti , con e senza disabilità. Partendo dal quadro teorico della Qualità della vita, gli autori, dopo l'illustrazione delle problematiche relative al contesto italiano e brasiliano e facendo riferimento a due studi pilota con insegnanti specializzati, individuano alcune aree di intervento che potrebbero portare a considerare il curriculum in una prospettiva inclusiva, senza l'individuazione di specifiche forme curricolari, esclusivamente dedicate a questa prospettiva.