Microaffirmations as a tool to support the process of inclusive education

Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Ilaria D'Angelo, Cynthia Demetriou, Candace Jones
Anno di pubblicazione 2020 Fascicolo 2020/1
Lingua Inglese Numero pagine 16 P. 124-139 Dimensione file 0 KB
DOI 10.3280/ess1-2020oa9429
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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.

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Ilaria D'Angelo, Cynthia Demetriou, Candace Jones, Microaffirmations as a tool to support the process of inclusive education in "EDUCATION SCIENCES AND SOCIETY" 1/2020, pp 124-139, DOI: 10.3280/ess1-2020oa9429