Educación inclusiva en Italia. Diseño universal para el aprendizaje y la práctica reflexiva de los docentes para mejorar la enseñanza en la escuela secundaria obligatoria
Loading...
Download
Official URL
Full text at PDC
Publication date
2020
Defense date
11/11/2019
Authors
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Complutense de Madrid
Citations
Exportar
Citation
Abstract
El presente trabajo de investigación surge del sistema educativo actual, en el que la educación inclusiva representa un desafío importante en la labor docente. Hoy en día, el papel protagonista de los docentes los lleva a enfrentar una evolución conceptual de lo que es discapacidad y de lo que significa la inclusión, que cuestiona la forma de pensar de muchos de ellos, sobre lo que se entiende por normalidad y diversidad, y, en consecuencia, la forma inclusiva de actuar en la práctica didáctica según la nueva perspectiva de la educación para todos. El trabajo destaca algunos problemas de didáctica emergente en los últimos años, en el contexto escolar italiano, vinculados específicamente a tres campos de investigación, como la percepción que los docentes tienen sobre la discapacidad, las necesidades educativas especiales y la educación inclusiva, sobre el lenguaje más apropiado utilizado en contextos de trabajo y sobre las dificultades de una colaboración efectiva entre los docentes curriculares y de apoyo, en el diseño compartido de los currículos accesibles para todos los estudiantes...
The present research starts from the assumption that in the current educational landscape, inclusive education represents an important challenge for all teachers who are facing, today more than ever, as protagonists, a conceptual evolution of disability and inclusion that it questions the way of thinking normality and diversity, and consequently the way of acting in teaching practice and in the new perspective of education for all. The work highlights some emerging educational problems in recent years, in the Italian school context, linked, specifically, to to three fields of investigation such as teachers' perception of disability, special educational needs and inclusive education in general; on the most appropriate language used in work contexts and on the difficulties of effective collaboration between curricular teachers and support in the shared planning of accessible curricula for all students...
The present research starts from the assumption that in the current educational landscape, inclusive education represents an important challenge for all teachers who are facing, today more than ever, as protagonists, a conceptual evolution of disability and inclusion that it questions the way of thinking normality and diversity, and consequently the way of acting in teaching practice and in the new perspective of education for all. The work highlights some emerging educational problems in recent years, in the Italian school context, linked, specifically, to to three fields of investigation such as teachers' perception of disability, special educational needs and inclusive education in general; on the most appropriate language used in work contexts and on the difficulties of effective collaboration between curricular teachers and support in the shared planning of accessible curricula for all students...
Description
Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, leída el 11-11-2019