Session Information
04 SES 04 A, Dialogue, Communication and Structural Social Relationships
Paper Session
Contribution
The recent Italian laws about SEN (Special Educational Needs) requires Italian School to wonder about the quality of the inclusion realized. We have one of the most advanced laws about inclusion in schools, but it is necessary to introduce systematical procedures of evaluation about the quality of inclusion which is realized in schools for the advancement of inclusion, with the building of inclusive cultures, policies and practices (Booth, Ainscow, 2014).
Within an instrument created in order to evaluate the quality of inclusion, the Repertoire of Commitment for Inclusion (Santi, Ghedin, 2010), I take care of the section about how to create inclusive cultures, in particular to formulate commitments about differences in education, thus meaning the whole differences which are present in school (disability, SEN, different languages, different cultures, gender) for the implementation of a view of inclusion above the labels of disability, Learning Disabilities and Special Educational Needs in school of “class of differences” where differences are appreciated like a resource and not as an obstacle for learning and teaching. The construction of the commitments for inclusion is participating, within the model of research-action, from the conceptualizations of children, teachers and headmasters.
Our research question is: how should we build the concept of “difference/diversity” from the protagonists of school? To paraphrase Austin (How to do things with words, 1975), the words about difference built the concept and connote it positively, negatively or neutrally. The research aims to give a recognition of the different meanings of the words “inclusion”, “difference/diversity” and their conceptual construction from pupils of primary schools and teachers in training in special education with the philosophical Community of Inquiry Philosophy for Children (Lipman, 2005) and from headmasters with individual interviews.
The objectives of research are: emphasize the spontaneous ideas of difference; identifying the new conceptualizations emerging from the co-construction of the concept of difference in P4C (conceptual changement/transformation); finding out significant and recurring nuclei of concepts; analyzing the argumentative processes that support the concept of difference.
The theoretical framework of my research are interdisciplinary: socio-cultural constructivism (Leont’ev, Vygotskij, Dewey), inclusive pedagogy and special education (Caldin, Canevaro, Booth, Ainscow), argumentation and discussion in class (Mason, Pontecorvo, Santi) and Community of Inquiry-Philosophy for Children (Lipman, Sharp, Santi, Kohan, Skliar).
Method
Expected Outcomes
References
Associazione Treelle, Caritas Italiana, Fondazione Agnelli (a cura di), Gli alunni con disabilità nella scuola italiana. Bilancio e prospettive, Erickson, Trento, 2011 Austin J., Come fare cose con le parole, Marietti, 1987 (Austin J., How to Do Things with Words) Baldacci M., Una scuola a misura di alunno, UTET, 2002 Booth T., Ainscow M., Nuovo Index per l’inclusione, Carocci, Roma, 2014 (Booth T., Ainscow M., Index for inclusion, CSIE, 2002) Booth T., The name of the rose: inclusive values into action in teacher education, in PROSPECTS, September 2011, Volume 41, Issue 3, pp 303-318 Caldin R., Introduzione alla pedagogia speciale, Cleup, Padova, 2001 Canevaro A. (a cura di), L' integrazione scolastica degli alunni con disabilità. Trent'anni di inclusione nella scuola italiana, Trento, Erickson, 2007. Canevaro A., Le logiche del confine e del sentiero, Trento: Ed. Erickson, 2006. Canevaro A., Pietre che affiorano. I mediatori efficaci in educazione con la “logica del domino”, Erickson, Trento, 2008 Cosentino A., Oliverio S., Comunità di ricerca filosofica e formazione. Pratiche di coltivazione del pensiero, Liguori, Napoli, 2011 Dovigo F., Fare differenze. Indicatori per l'inclusione scolastica degli alunni con Bisogni Educativi Speciali, Trento, Erickson, 2007 European Agency, Key Principles for Promoting Quality in Inclusive Education, 2009 Ianes D., Cramerotti S. (a cura di), Alunni con BES-Bisogni Educativi Speciali, Trento, Erickson, 2013. Lipman M., Educare il pensiero, Vita e Pensiero, Milano, 2005 Pontecorvo C. (a cura di), Discorso e apprendimento, Carocci, Roma, 2005 Pontecorvo C., Ajello A.M., Zucchermaglio C., Discutendo si impara, Carocci, Roma, 2004 Santi M., Costruire comunità di integrazione in classe, Lecce: Pensa Multimedia, 2006 Santi M., Oliverio S. (a cura di), Educating for Complex Thinking through Philosophical Inquiry, Liguori, Napoli Santi M., Ghedin E., Valutare l’impegno verso l’inclusione: un Repertorio multidimensionale, in Giornale Italiano della Ricerca Educativa, (V) p.99-111. Lecce: Pensa Multimedia, 2012 Santi M. (a cura di), Philosophy for children: un curricolo per imparare a pensare, Liguori, Napoli,2006 Santi M., Ragionare con il discorso. Il pensiero argomentativo nelle discussioni in classe, Liguori, Napoli, 2006 Terzi L., Beyond the dilemma of difference: The capability approach to disability and special educational needs, Journal of Philosophy of Education 39 (3):443–459 (2005)
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