A Framework of disciplines for basic skills: an inclusive study

Abstract

The present study starts from a reflection upon the ways of defining basic disciplinary skills within paths of inclusive teaching. The lack of criteria and parameters in the sub-segmentation of basic skills and the use of an almost opaque terminology led to a scanning reading of some reference texts, both normative and not, focusing on the delineation of skills for the integration of students with disabilities. In this perspective, one useful starting point is provided by the Common European Framework of Reference for Languages
(CEFR). This document concentrates on a systematic description of disciplinary skills by a set of parameters, levels and descriptors able to facilitate the elaboration of different degrees of competence.
The paper focuses on the proposal of guidelines for the construction of inclusive disciplinary Frameworks useful to sub-articulate skills into basic skills for inclusive education. This is possible through a sequence of processing
steps such as the establishment of working groups with distinct tasks, the determination of some basic principles, the proposal of possible descriptors (starting from observation and evaluation of the performance related to
a given skill), the rephrasing of the descriptors, parameters and skill ranges, and the work of the teaching team.