Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Gianluca Amatori, Helena Mesquita, Rosario Quelhas
Anno di pubblicazione 2020 Fascicolo 2020/1
Lingua Italiano Numero pagine 12 P. 78-89 Dimensione file 0 KB
DOI 10.3280/ess1-2020oa9443
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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.
Gianluca Amatori, Helena Mesquita, Rosario Quelhas, Special Education for inclusion in Europe: critical issues and comparative perspectives for teachers’ education between Italy and Portugal in "EDUCATION SCIENCES AND SOCIETY" 1/2020, pp 78-89, DOI: 10.3280/ess1-2020oa9443