I bisogni educativi speciali: un percorso verso l’inclusione?

Publikation: Bidrag til bog/antologi/rapport/proceedingBidrag til bog/antologiForskningpeer review

Standard

I bisogni educativi speciali : un percorso verso l’inclusione? / Dovigo, Fabio.

I bisogni educativi speciali: una guida critica per insegnanti. red. / Fabio Dovigo; Francesca Pedone. Rome : Carocci editore, 2019. s. 15-38.

Publikation: Bidrag til bog/antologi/rapport/proceedingBidrag til bog/antologiForskningpeer review

Harvard

Dovigo, F 2019, I bisogni educativi speciali: un percorso verso l’inclusione? i F Dovigo & F Pedone (red), I bisogni educativi speciali: una guida critica per insegnanti. Carocci editore, Rome, s. 15-38.

APA

Dovigo, F. (2019). I bisogni educativi speciali: un percorso verso l’inclusione? I F. Dovigo, & F. Pedone (red.), I bisogni educativi speciali: una guida critica per insegnanti (s. 15-38). Carocci editore.

CBE

Dovigo F. 2019. I bisogni educativi speciali: un percorso verso l’inclusione?. Dovigo F, Pedone F, red. I I bisogni educativi speciali: una guida critica per insegnanti. Rome: Carocci editore. s. 15-38.

MLA

Dovigo, Fabio "I bisogni educativi speciali: un percorso verso l’inclusione?". og Dovigo, Fabio Pedone, Francesca (red.). I bisogni educativi speciali: una guida critica per insegnanti. Kapitel 1, Rome: Carocci editore. 2019, 15-38.

Vancouver

Dovigo F. I bisogni educativi speciali: un percorso verso l’inclusione? I Dovigo F, Pedone F, red., I bisogni educativi speciali: una guida critica per insegnanti. Rome: Carocci editore. 2019. s. 15-38

Author

Dovigo, Fabio. / I bisogni educativi speciali : un percorso verso l’inclusione?. I bisogni educativi speciali: una guida critica per insegnanti. red. / Fabio Dovigo ; Francesca Pedone. Rome : Carocci editore, 2019. s. 15-38

Bibtex

@inbook{b0d1c8895e554026abbf580a623498b1,
title = "I bisogni educativi speciali: un percorso verso l{\textquoteright}inclusione?",
abstract = "What should teacher training be in an inclusive perspective? What are the education, the curriculum and the evaluation for the students with {"}special educational needs{"}? What relationship can be established with their families? The SEN category was officially adopted in the Italian school at the end of 2012: years later, the book takes stock of howthe difficult challenge of educating an increasingly diverse school population has been addressed. Through semi-structured interviews carried out with teachers and head-teachers from four Italian regions, we tried to understand the effects of the introduction of the SEN category in terms of educational design and intervention. Identifying the obstacles to inclusion in school is the precondition to imagine new operational possibilities and to articulate new {"}requests{"} for educational policies able of supporting teachers in their efforts towards effective inclusion.",
keywords = "Special Educational Needs, Inclusive Education",
author = "Fabio Dovigo",
year = "2019",
language = "Italiensk",
isbn = "978-88-7466-818-2",
pages = "15--38",
editor = "Fabio Dovigo and Francesca Pedone",
booktitle = "I bisogni educativi speciali",
publisher = "Carocci editore",

}

RIS

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T1 - I bisogni educativi speciali

T2 - un percorso verso l’inclusione?

AU - Dovigo, Fabio

PY - 2019

Y1 - 2019

N2 - What should teacher training be in an inclusive perspective? What are the education, the curriculum and the evaluation for the students with "special educational needs"? What relationship can be established with their families? The SEN category was officially adopted in the Italian school at the end of 2012: years later, the book takes stock of howthe difficult challenge of educating an increasingly diverse school population has been addressed. Through semi-structured interviews carried out with teachers and head-teachers from four Italian regions, we tried to understand the effects of the introduction of the SEN category in terms of educational design and intervention. Identifying the obstacles to inclusion in school is the precondition to imagine new operational possibilities and to articulate new "requests" for educational policies able of supporting teachers in their efforts towards effective inclusion.

AB - What should teacher training be in an inclusive perspective? What are the education, the curriculum and the evaluation for the students with "special educational needs"? What relationship can be established with their families? The SEN category was officially adopted in the Italian school at the end of 2012: years later, the book takes stock of howthe difficult challenge of educating an increasingly diverse school population has been addressed. Through semi-structured interviews carried out with teachers and head-teachers from four Italian regions, we tried to understand the effects of the introduction of the SEN category in terms of educational design and intervention. Identifying the obstacles to inclusion in school is the precondition to imagine new operational possibilities and to articulate new "requests" for educational policies able of supporting teachers in their efforts towards effective inclusion.

KW - Special Educational Needs

KW - Inclusive Education

M3 - Bidrag til bog/antologi

SN - 978-88-7466-818-2

SP - 15

EP - 38

BT - I bisogni educativi speciali

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A2 - Pedone, Francesca

PB - Carocci editore

CY - Rome

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