LIBRI DI CATIA GIACONI

The topic of university inclusion is today at the centre of the international and national debate. The reasons are related to a significant increase in the number of students with disabilities enrolled in university, as shown by the first report "Disability, Dsa and access to university education", presented these days by ANVUR (Italian National Agency for the Evaluation of the University system and Research) and CNUDD (National Conference of University Delegates for Disability). From this report, several steps forward for the inclusion of university students emerge, but also several critical dimensions that still require the attention of research and academic policies. This article will examine this issue and focus on exploring one of the critical nodes of university inclusion, namely the role of internships in the educational experience of students with disabilities and in their life project. A growing literature has explored their academic experience; on the contrary, there is little research to date that explores the issues and challenges of a central aspect of the higher education and training pathway, namely internships. Completing the study pathway in higher education is identified as a factor that can impact increasing the social and employment inclusion of people with disabilities (Union of Equality Strategy for the Rights of Persons with Disabilities) and consequent improvement of levels of Quality of Life (Giaconi, 2015). However, one of the main obstacles to obtaining a qualification is the accessibility of internships. This article addresses the meaning and implications of internships for competences’ building and insertion into the labour market of disabled graduates. Therefore, it explores the state of play of research, identifies the most critical issues, and reports about the running debate in the field.

Il volume raccoglie storie di atleti con disabilità e porta alla luce i valori trasformativi dello sport nei loro progetti di vita. Puntando sul potenziale euristico e formativo delle narrazioni, i curatori offrono diversi percorsi di approfondimento all’interno dello scenario della Pedagogia speciale. Un testo consigliato sia a studenti in formazione verso la professione di educatore, pedagogista, docente, insegnante di sostegno, sia a professionisti già in servizio.

This paper presents a pilot project, developing at the University of Macerata and of the University Arizona, that is called “EduPlan4Inclusion”, oriented to implement accessibility in academic contents for all students, through the use of technology. The project wants to highlight the possible direction for Universities to balance the demands of an inclusive curriculum to a diverse student cohort within a technology-rich environment. In conclusion, the research proposes in this paper can be used to directly guide the reform of curriculum design and teaching methods in Colleges and Universities, with the aim to activate the possibility of implementing a more shared inclusive culture

Considering the Students’ Voice takes us into a varied international and today also national pedagogical movement. The issue relating to the promotion of Students’ Voice research paths with young people with disabilities is delicate. The authors, after a presentation of the movement, address the important issues of ethics and methodological critical issues in the research paths within the Special Pedagogy. It is important to highlight that also in Special Pedagogy research the focus must be not just to ‘listening the students voice’, but also to help students to become ‘change agents’, because they are the potential of transformation.

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.

Atti del convegno tenutosi a Macerata il 3-4 aprile del 2019, focalizzato su taluni grandi motivi di parziale o totale ‘esclusione’ dagli studi di settori rilevanti della popolazione italiana: la condizione economica e sociale, la discriminante di genere e la presenza di disabilità. Il tentativo è quello di chiarire i tempi e le ragioni per cui, nell’arco dei circa 150 anni della nostra storia unitaria, nel sistema formativo del nostro Paese si sia passati dall’affermazione di una marcata volontà di limitazione degli accessi, al graduale prevalere di una ‘cultura dell’inclusione’ e di una concezione dell’istruzione e della scuola come precipuo fattore di equità e di promozione sociale.

The paper presents a transdisciplinary reflection on emergencies that young people with disabilities find themselves in today. Compared to the population of young people and university students, those with disabilities have a greater risk of having "limited worlds" to experience themselves as adults. In this paper, we will consider one of the most difficult dimensions: work and job inclusion. It uses a case study in a productive organisation focused on recognising the capacity to work of intellectually impaired persons. The process of labour inclusion through apprenticeship transcends purely technical questions and brings reflections on the concept of hospitality. The paper concludes that education is a powerful tool to promote important themes of social cohabitation and to build real opportunities to the youngsters to experiment themselves in the role of adults.

The aim of the contribution is to highlight university inclusion paths that offer educational opportunities and university life.Specifically, the next article outlines a training path for a group of students with and without dyslexia, dealing with learning the Chinese language.The project made it possible to experiment innovative paths of Chinese language teaching and to detect the major errors of Italian students with dyslexia and those without dyslexia in learning the Chinese language.

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 purpose of this paper is to analyze possible correspondences between new technologies and inclusive practices for students with difficulties. This perspective allows authors to describe the use of Technology as a possible component of plurals educative settings, able to draw every actor involved on a variety of resources. The targeted use of technologies, intended as a potential, can allow the development and the improvement of inclusive dynamics within the educative field. Specifically this paper presents the technological resources which have enabled the inclusion of students with learning disorders, dyslexia and attention deficit hyperactivity disorders, in the Brazilian scenario.

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.