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Dall’inclusione alla valutazione. Spunti di riflessione per una didattica contemporanea

  • Matteo Maienza

Can teachers' capabilities be defined as an environmental factor that can facilitate people with disabilities? To what extent can they be able to facilitate the activity and participation of students with disabilities? The need to combine personal and collective resources is expressed in the multiple inter-actions that occur on the educational and social levels. The roles and functions of assessment is a nodal point in support of the inclusive paradigm, first of all, is linked to the need for individual human fulfilment – that characterizes the ultimate goal of education: an education is only truly suitable for freedom if it is able to guarantee the possibility of realizing the life projects that individuals have reason to choose – secondly, it is necessary to consider the resources that students have at their disposal to achieve the learning objectives. From this perspective, human development do not end with the quantitative dimension of resources, but rather involve complex areas, related partly to social life and partly to the quality of life of individuals.

  • Keywords:
  • Assessment,
  • Disability,
  • Relationships,
  • School inclusion,
  • Wellbeing,
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Matteo Maienza

University of Florence, Italy - ORCID: 0000-0002-4097-1165

  1. Bocci, Fabio. 2020. “Disabilità e Didattica a Distanza a scuola durante la Pandemia Covid-19. Una riflessione intorno alle narrazioni dei diversi protagonisti.” Nuova Secondaria 2: 321-42.
  2. Booth, Tony, e Mel Ainscow. 2007. Index for Inclusion. Bristol, CSIE (trad. it. 2011. Nuovo Index per l’inclusione, a cura di Fabio Dovigo. Roma: Carocci).
  3. Capperucci, Davide, e Matteo Maienza. 2022. “L’autovalutazione degli insegnanti per l’inclusione scolastica.” Dirigenti scuola 41: 82-95.
  4. Circolare Ministeriale 22 settembre 1983, n. 258. Indicazioni di linee di intesa tra scuola, Enti locali e UU.SS.LL. in materia di integrazione scolastica degli alunni portatori di handicap.
  5. D’Alessio, Simona. 2011. Inclusive Education in Italy. A Critical Analysis of the Policy of Integrazione Scolastica. Rotterdam: Sense Publishers.
  6. Medeghini, Roberto. 2018. “Uscire dall’inclusione? L’inclusione scolastica tra problematizzazione, ambiguità e normalizzazione.” In Dan Goodley et al., Disability Studies e inclusione. Per una lettura critica delle politiche e pratiche educative, 205-30. Trento: Erickson.
  7. Nussbaum, Martha C. 2002. Giustizia sociale e dignità umana. Da individui a persone, traduzione di Edoardo Greblo. Bologna: Il Mulino.
  8. Piccioli, Marianna. 2020. Relational Model e Cultural Model come incontro tra integrazione e inclusione. Un’occasione di sviluppo per la scuola italiana. Pisa: ETS.
  9. Pugach, Marleen C. 2017. “The edTPA as an Occasion for Structuring Faculty Dialogue Across the Divide? A ‘Checklist Manifesto’ for a More Inclusive Teacher Education.” Teacher Education and Special Education 40 (4): 314-21.
  10. Sen, Amartya. 2007. La libertà individuale come impegno sociale, traduzione di C. Scarpa. Roma-Bari: Laterza.
  11. Zappaterra, Tamara. 2010. Special needs a scuola. Pedagogia e didattica inclusiva per alunni con disabilità. Pisa: ETS.
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  • Publication Year: 2024
  • Pages: 71-82
  • Content License: CC BY 4.0
  • © 2024 Author(s)

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  • Publication Year: 2024
  • Content License: CC BY 4.0
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Chapter Information

Chapter Title

Dall’inclusione alla valutazione. Spunti di riflessione per una didattica contemporanea

Authors

Matteo Maienza

Language

Italian

DOI

10.36253/979-12-215-0504-7.09

Peer Reviewed

Publication Year

2024

Copyright Information

© 2024 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Bibliographic Information

Book Title

La formazione alla ricerca

Book Subtitle

Il dottorato fra qualità e prospettive future

Editors

Vanna Boffo, Fabio Togni

Peer Reviewed

Number of Pages

320

Publication Year

2024

Copyright Information

© 2024 Author(s)

Content License

CC BY 4.0

Metadata License

CC0 1.0

Publisher Name

Firenze University Press

DOI

10.36253/979-12-215-0504-7

ISBN Print

979-12-215-0503-0

eISBN (pdf)

979-12-215-0504-7

eISBN (xml)

979-12-215-0505-4

Series Title

Studies on Adult Learning and Education

Series ISSN

2704-596X

Series E-ISSN

2704-5781

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