From Integration to Inclusion: Some Critical Issues about Teacher Training in the Italian Experience

Maria Antonella Galanti; Tamara Zappaterra

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Chapter 6 From Integration to Inclusion

Some Critical Issues about Teacher Training in the Italian Experience

In: Education beyond Crisis

Authors:

Maria Antonella Galanti

Maria Antonella Galanti
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Tamara Zappaterra

Tamara Zappaterra
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Type:: Chapter

Pages:: 95–111

DOI:: https://doi.org/10.1163/9789004432048_006

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Abstract

Starting from the 70s of the last century, Italy has represented a particular reference point, in Europe, with regard to the integration of persons with disabilities into public training courses, first at school and then at University level. In the last fifteen years we have moved on to consider the possibility of making the training path not only able to integrate but also to include persons with disabilities and more generally anyone with a significant difference in terms of behavior models and ability and skills learning compared to typical development. What practices have become necessary for training effective inclusive teachers, specialized in the various Neurodevelopmental Disorders as well as in curricular teaching? The chapter aims to critically discuss the path from integration to inclusion especially with regard to Italy, through a double glance: the theoretical one and the experiential one, analyzed through data collection. From the theoretical point of view, we believe that the inclusive principle should not only look at people and their relationships, but also the point of view of the different subjects and their possibility to dialogue, and tolerate the conflict of interpretation. This view should turn itself into a resource for understanding in a critical way the socio-psycho-pedagogical dynamics that regulate the relationship with diversity. From the surveys significant progress is shown in inclusive teaching practices, but much work still needs to be done especially in relation to training students with disabilities to achieving adult life, autonomy and, where possible, work-life integration.

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Education beyond Crisis

Challenges and Directions in a Multicultural World

Series: ISATT Conference Series, Volume: 1

E-Book ISBN:: 9789004432048

Publisher:: Brill

Print Publication Date:: 09 Jun 2020

Subjects
- Education

Front Matter

Preface

Figures and Tables

Notes on Contributors

Part 1 Directions for the Future of Teaching

Chapter 1 The Impact of Reform Policies on Teachers and Their Practices

Chapter 2 Student Voice in Teaching Writing

Chapter 3 Vertical Curriculum Design and Evaluation of Citizenship Skills

Chapter 4 The Role of Reflective Simulation in the Context of Theatre Pedagogical Paths in Teacher Education

Chapter 5 Towards Broader Views on Learning to Teach

Part 2 Challenges of the Contemporary Teaching Context

Chapter 6 From Integration to Inclusion

Chapter 7 Art and Inclusive Initial Education

Chapter 8 Design of a Mobile App to Digitalize Teachers’ Professional Journals in the Practicum

Chapter 9 Teaching Media Literacy and Critical Thinking to Countering Digital Misinformation

Chapter 10 Innovative Practices in Teacher Education

Chapter 11 Educating Refugee Students

Chapter 12 EFL Writing in Romania

Chapter 13 Teacher Practical Reasoning When Implementing Curriculum Reforms

Chapter 14 Understanding What, How, and Why Teacher Educators Learn through Their Personal Examples of Learning

Chapter 15 Exploring Teacher Educators’ Professional Identity

Chapter 16 Teaching Philosophy of Education to Undergraduates in the Deep Amazon

Chapter 17 Effects of Inquiry-Based Learning Cooperative Strategies on Pupils’ Historical Thinking and Co-creation

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Chapter 6 From Integration to Inclusion

Some Critical Issues about Teacher Training in the Italian Experience

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Education beyond Crisis

Challenges and Directions in a Multicultural World

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