Session Information
04 SES 08 B, Learning Environment
Paper Session
Contribution
More than 30 years ago the Italian Parliament ratified the full presence of pupils with disabilities in mainstream classes in every school ranking. That means that in Italy a law provides for the presence in class of persons with disabilities but, according to recent data, the quality of this presence is very variable and largely depends on school practices. As a matter of fact, data show that an increasing number of pupils with disability spend their school time partially in class with classmates and partially outside the class (alone or together with classmates).
Our study is closely linked to a previous research, aimed at analyzing life quality perceptions of persons with disability and their families. Part of this previous study was presented with a paper during ECER2009 and published in Italian as a white paper (Canevaro et al., 2009) and in scholarly journals (Ianes e Demo, 2008; Demo e Zambotti; 2009).
The current second phase of the study collects the school-environment’s points of view (teachers, educators, principals, didactic coordinators, psychologists, etc.), focusing on didactic methodologies used in class with pupils with and without disability.
In particular, our study is mainly aimed to:
1) understand the typology of didactic methodologies used by teachers with the whole class group and with pupils with disability, in the two different situations when pupils with disability are in class with classmates (always together in class, partially in, and partially outside the class);
2) provide a better knowledge of the reasons why and ways in which pupils with disability are pulled out of the classes;
3) understand if a body of didactic methodologies exists that can provide incentives to the participation of pupils with disability and can be adopted as good practice of inclusion;
4) understand if a correlation exists between different typologies of disability and the three different inclusive school paths pupils with disability go through in Italy (always in, partially in and partially out, always outside);
5) understand the convictions of teachers and school staff when it comes to hot issues related to inclusive education;
6) verify if a correlation exists among the three different paths of scholastic inclusion and the socialization process between pupils with disability and schoolmates, as well as the relation among the three paths and the professional satisfaction of teachers.
In this paper we will present data related to the previous six goals, providing a deeper knowledge of the current Italian situation after more than 30 years of daily school life in an inclusion-oriented School System. We strongly believe that this knowledge can be fruitful within the European scientific debate, because it springs from a long tradition of attempts and errors in the field of integration and inclusion of pupils with disability within mainstream classes.
Method
Expected Outcomes
References
- Canevaro A., d’Alonzo L., Ianes D. (2009), L’integrazione scolastica di alunni con disabilità dal 1977 al 2007: risultati di una ricerca attraverso lo sguardo delle persone con disabilità e delle loro famiglie, Bolzano, Bozen-Bolzano University Press; - Demo H., Zambotti F. (2009), Alcune relazioni tra percorsi di integrazione scolastica e percezione di integrazione sociale in contesti normali, in Integrazione Scolastica e Sociale, vol.8, n°5, Trento, Erickson; - Ianes D., Demo H. (2008), L’integrazione scolastica dal 1977 al 2007: i primi risultati di una ricerca attraverso lo sguardo delle persone con disabilità e delle loro famiglie, in Difficoltà di apprendimento, vol.14, n°2, Trento, Erickson;
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