LIBRI DI GIANLUCA AMATORI

Lo scenario delle relazioni familiari nel rapporto con la disabilità, all’interno della cornice della Pedagogia speciale, ha riservato finora poco spazio all’approfondimento del rapporto tra le generazioni e, in particolare, allo sguardo al di fuori della famiglia nucleare. Prendendo le mosse da tale consapevolezza, il volume cerca di colmare questa emergenza pedagogica passando in rassegna le questioni fondamentali relative ai nonni all’interno delle famiglie con figli con disabilità.

Puntando sul potenziale euristico e formativo delle narrazioni, il volume offre diversi percorsi di approfondimento all’interno del complesso scenario della pedagogia speciale: dallo studio delle famiglie con disabilità, alla valorizzazione dei processi di autodeterminazione e di emancipazione delle persone con disabilità, alla promozione dei progetti di vita e delle diverse e possibili traiettorie di senso. Un testo per studenti in formazione – verso la professione di educatore, di docente, di insegnante di sostegno, di pedagogista – o per lettori attenti al “potere” delle storie di vita.

Preterm birth is an event that affects about 30,000 children a year, only in Italy. The great progress carried out in the context of neonatology (especially in recent decades) drastically reduced the risk of mortality. However, it should be reminded that these children may have a high risk of developing such serious complications which could potentially lead to permanent pathologies or disabilities, especially for those born to lower gestational ages (WHO, 2015). This contribution intends to analyze the phenomenon of prematurity according to the parenting and educational-teaching dimension. Premature parents, in fact, are immersed in a situation to which they were not prepared and which could interrupt or threaten the harmonious relationship with the newborn. For this reason, interdisciplinary synergistic actions should also be promoted in a way which calls Special Education both in direct support to families and in the preparation of generative welfare actions affecting educators and teachers, as valuable allies in early intervention and in the implementation of fully inclusive and efficient educational services for early childhood.

Il volume offre una ricca panoramica di interventi e azioni che importanti aziende e start-up hanno posto in essere in risposta al Covid-19 a supporto dei lavoratori, testimoniando quanto un efficace Disability & Diversity Management sia stato di fondamentale importanza nella gestione dell’emergenza pandemica. Un testo pensato per consulenti aziendali, manager, diversity leader, disability manager, professionisti HR, studenti e tutti coloro che sono interessati a comprendere come siano mutate le logiche aziendali in seguito alla pandemia.

The contribution of Special Education in the context of teacher education is becoming increasingly essential, especially if we take into account the epistemological wealth deriving from the relationship with numerous related sciences. This contribution aims at comparing the training axes of Italy and Portugal in order to detect common features and future research tracks in a comparative perspective and with an open look at complexity. In particular, the aim is to investigate whether (and how) the inclusive educational dimension of teachers is organized and designed to meet the needs of all pupils, also with reference to the programmatic actions promoted by the 2030 Agenda (ONU, 2015) which sees in the educational axis a real catalyst of development capable of breaking down inequalities and promoting lifelong learning opportunities for all. Without forgetting, then, that the teaching profession needs, today more than ever, a sharing, open on an international level, regarding the professional profile traceable in the main and priority competences to be possessed in the increasingly globalized knowledge society.

The subject of teachers' education has a particular perspective in the pedagogical framework. Even more so, as far as the training of specialised teachers on didactic support for students with disabilities is concerned, since the legislative and training path in relation to this professional category has been the subject of numerous changes over the last decades. The present contribution intends to illustrate an examination of the most important evolutionary phases of the educational course for specialised teachers. The results of a research conducted on 93 specialised teachers in training are presented in relation to the motivational and identity aspects, that led them to the choice of undertaking this training and work path. The empirical evidences allow us to reaffirm the importance of the close correlation between past thinking and action patterns and what is in place in practice, capable of contaminating and influencing the teachers' operating methods, as well as their own beliefs in relation to such complex profession

This paper examines the situation of families with children having behavioral disorder with regards to aspects related to family relationships and couple dynamics. In fact, many international studies highlight the daily difficulties that a family has to face, above all related to the social impact of behavioral disorder (which has direct repercussions on the sense of parental self-efficacy and, consequently, on the planning skills and educational aspects of mothers and fathers) but also to the high level of stress affecting the couple. Survey data confirm parents of children with behavioral disorders report lower levels of marital satisfaction and are more likely to divorce. Analyzing some of the most recurrent parent-training interventions for children with behavior disorder, this work aims at investigating all these aspects in a pedagogical perspective, raising questions about the quality of life of parents and children and the opportunities to promote a high quality of interpersonal and resilient relationships in the family.