Microaffirmations as a tool to support the process of inclusive education
Author/s: Ilaria D'Angelo, Cynthia Demetriou, Candace Jones 
Year:  2020 Issue: Language: English 
Pages:  16 Pg. 124-139 FullText PDF:  0 KB
DOI:  10.3280/ess1-2020oa9429
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 

Open Access article
Click here to read the article.

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.

Ilaria D'Angelo, Cynthia Demetriou, Candace Jones, in "EDUCATION SCIENCES AND SOCIETY" 1/2020, pp. 124-139, DOI:10.3280/ess1-2020oa9429


FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content