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L'une des évolutions importantes de la politique scolaire est ce que l’on appelle "l’école inclusive", c'est-à-dire l'intégration dans les classes normales d'enfants souffrant de handicaps divers, autrefois confiés aux classes ou institutions spécialisées. Noble idée, mais dont la mise en œuvre ne va pas sans soulever de considérables problèmes. Magali Jeancler, professeure des écoles, a acquis, au fil des années, une expérience fournie des difficultés auxquelles se heurte cette démarche d'inclusion. Elle les expose dans ce livre, en mêlant témoignage et analyse, avec un souci d'humanité servi par une langue limpide, qui rend son texte poignant. C'est une plongée dans la boîte noire qu'est devenue l'institution scolaire qui laisse le lecteur sur une impression de vertige, tant il montre combien nous sommes ignorants des réalités d'un univers que nous pensions familier.
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The global vision for an evolving model of inclusive education is one that ensures inclusive and equitable access for all learners regardless of ability, identity, or background. The purpose of this policy note (PN) is to provide initial support and information to the Ministry of Education of Indonesia in their quest for an improved national curriculum with respect to inclusion of all learners. The hope is that by sharing experience and evidence from other countries, Indonesia may with greater confidence more rapidly select the most promising approaches for their current political and social context. This paper outlines the guiding principles, benefits, and indicators of an effective inclusive education system with an emphasis on inclusive pedagogy, curricula and supports, making the case for the why and how of inclusive education.
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Today's educational landscape requires practitioners to move from a teacher-centric to a more inclusive and student-centric approach. To address the diverse needs of students, educators must understand the challenges they face, and learn how to address them. This volume highlights the significance of diversity and inclusion practices in educational institutions.
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La ricerca, condotta su un campione di 822 insegnanti delle scuole dell'infanzia, primaria e scuola secondaria di primo grado del territorio regionale sardo, ha l'obiettivo di indagare fattori di rischio (resistenza al cambiamento, sessismo, atteggiamento tradizionalista nell'educazione genitoriale) e fattori protettivi (percezione di autoefficacia, norme sociali e morali riguardo la parità di genere, atteggiamento positivo verso la diversità di genere) nell'adozione delle pratiche di didattica inclusiva. Sono utilizzati strumenti di indagine self report standardizzati, somministrati tramite piattaforma online nel periodo marzo-maggio 2022. Le relazioni tra le variabili sono state indagate tramite un'analisi di correlazione bivariata, regressione lineare e modelli di mediazione. I risultati permettono di evidenziare una relazione significativa tra autoefficacia, norme morali delle insegnanti e adozione delle pratiche educative inclusive, ma queste relazioni sono negativamente mediate dalla resistenza al cambiamento (paura e stress nella componente affettiva, proteste e obiezioni contro il cambiamento verso la parità). The research, conducted on a sample of 822 preschool, primary and secondary school teachers in the Sardinian regional territory, aims to investigate risk factors (resistance to change, sexism, traditionalist attitude in parenting) and protective factors (perceived self-efficacy, social and moral norms regarding gender equality, positive attitude toward gender diversity) in the adoption of inclusive teaching practices. Standardized self-report survey instruments are used, administered via an online platform during March-May 2022. Relationships between variables were investigated by bivariate correlation analysis, linear regression and mediation models. The results allow for evidence of a significant relationship between self-efficacy, teachers' moral norms, and adoption of inclusive educational practices, but these relationships are negatively mediated by resistance to change (fear and stress in the affective component, protests and objections against change toward equality).
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La ricerca, condotta su un campione di 822 insegnanti delle scuole dell'infanzia, primaria e scuola secondaria di primo grado del territorio regionale sardo, ha l'obiettivo di indagare fattori di rischio (resistenza al cambiamento, sessismo, atteggiamento tradizionalista nell'educazione genitoriale) e fattori protettivi (percezione di autoefficacia, norme sociali e morali riguardo la parità di genere, atteggiamento positivo verso la diversità di genere) nell'adozione delle pratiche di didattica inclusiva. Sono utilizzati strumenti di indagine self report standardizzati, somministrati tramite piattaforma online nel periodo marzo-maggio 2022. Le relazioni tra le variabili sono state indagate tramite un'analisi di correlazione bivariata, regressione lineare e modelli di mediazione. I risultati permettono di evidenziare una relazione significativa tra autoefficacia, norme morali delle insegnanti e adozione delle pratiche educative inclusive, ma queste relazioni sono negativamente mediate dalla resistenza al cambiamento (paura e stress nella componente affettiva, proteste e obiezioni contro il cambiamento verso la parità). The research, conducted on a sample of 822 preschool, primary and secondary school teachers in the Sardinian regional territory, aims to investigate risk factors (resistance to change, sexism, traditionalist attitude in parenting) and protective factors (perceived self-efficacy, social and moral norms regarding gender equality, positive attitude toward gender diversity) in the adoption of inclusive teaching practices. Standardized self-report survey instruments are used, administered via an online platform during March-May 2022. Relationships between variables were investigated by bivariate correlation analysis, linear regression and mediation models. The results allow for evidence of a significant relationship between self-efficacy, teachers' moral norms, and adoption of inclusive educational practices, but these relationships are negatively mediated by resistance to change (fear and stress in the affective component, protests and objections against change toward equality).
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The nine chapters in this book explore how the Italian education system responded to distance learning during the first wave of the pandemic. The impact of the hard lockdown on both teaching and learning revealed the inherent weaknesses of a system in which digital technology had only recently been introduced and highlighted the relevant inequalities in their access and use. While students, teachers and families adapted (albeit with difficulty) to the new learning and teaching routines, the institutions faced the challenge of ensuring quality and equality. By including various case studies and unedited sets of data collected in different areas of the country, the book offers up-to-date insights on the impact of the pandemic on the Italian school system and provides a broad introduction to the educational emergency from a sociological perspective. The volume ends with a post-commentary comparing the Italian case with the similar situation of school closure as it occurred in the United Kingdom. Contributors are: Paolo Barabanti, Eduardo Barberis, Nico Bazzoli, Rita Bertozzi, Stefania Capogna, Gianna Cappello, Domenico Carbone, Maddalena Colombo, Joselle Dagnes, Maria Chiara De Angelis, Maurizio Merico, Diego Mesa, Flaminia Musella, Francesco Ramella, Marco Romito, Michele Rostan, Mariagrazia Santagati, Tatiana Saruis, Fausta Scardigno, Spyros Themelis, Massimiliano Vaira and Martina Visentin.
Inclusive education --- Education --- Educational Leadership
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La ricerca, condotta su un campione di 822 insegnanti delle scuole dell'infanzia, primaria e scuola secondaria di primo grado del territorio regionale sardo, ha l'obiettivo di indagare fattori di rischio (resistenza al cambiamento, sessismo, atteggiamento tradizionalista nell'educazione genitoriale) e fattori protettivi (percezione di autoefficacia, norme sociali e morali riguardo la parità di genere, atteggiamento positivo verso la diversità di genere) nell'adozione delle pratiche di didattica inclusiva. Sono utilizzati strumenti di indagine self report standardizzati, somministrati tramite piattaforma online nel periodo marzo-maggio 2022. Le relazioni tra le variabili sono state indagate tramite un'analisi di correlazione bivariata, regressione lineare e modelli di mediazione. I risultati permettono di evidenziare una relazione significativa tra autoefficacia, norme morali delle insegnanti e adozione delle pratiche educative inclusive, ma queste relazioni sono negativamente mediate dalla resistenza al cambiamento (paura e stress nella componente affettiva, proteste e obiezioni contro il cambiamento verso la parità). The research, conducted on a sample of 822 preschool, primary and secondary school teachers in the Sardinian regional territory, aims to investigate risk factors (resistance to change, sexism, traditionalist attitude in parenting) and protective factors (perceived self-efficacy, social and moral norms regarding gender equality, positive attitude toward gender diversity) in the adoption of inclusive teaching practices. Standardized self-report survey instruments are used, administered via an online platform during March-May 2022. Relationships between variables were investigated by bivariate correlation analysis, linear regression and mediation models. The results allow for evidence of a significant relationship between self-efficacy, teachers' moral norms, and adoption of inclusive educational practices, but these relationships are negatively mediated by resistance to change (fear and stress in the affective component, protests and objections against change toward equality).
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Assistive computer technology --- Inclusive education --- Information technology
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This book will focus on various perspectives aiming to make a scholarly contribution to the literature in the field of inclusive assessment, teaching and learning with efficient practices, approaches and ideas for professional development.
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