Session Information
04 SES 14 C, The Italian Inclusion-Oriented School System: Tendencies and Perspectives
Symposium
Contribution
As many international studies show, school professionals’ attitudes play a fundamental role in the daily school practice and methodological choices, supporting or preventing integration and inclusion (Jordan, Lindsay e Stanovich, 1997; Avramidis, Bayliss e Burden, 2000; Avramidis, Bayliss e Burden, 2002, Avramidis e Norwich, 2002). This study tries to bring to light the relations between the methodological choices made by teachers and school staff and their attitudes and beliefs toward integration and inclusion, taking into account the didactic and methodological choices made by teachers during daily school time with the student with disability and with the class. The second goal of our study is to try to understand the possible relations among attitudes toward integration and some indicators of the ongoing socialization processes between pupils with disability and their classmates. The data were collected at the Free University of Bolzano through an on-line questionnaire filled in by more than 3200 teachers and school professionals and represent therefore the teachers’ point of view.
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