La metodologia laboratoriale per la formazione degli insegnanti di sostegno


  • Fabio Ardolino
  • Michele Lapiccirella
  • Stefano Scippo



This work aims to define a series of pedagogical principles and reference strategies for workshop
in the university environment for teachers specializing in the course for didactic support. These
principles and strategies have been identified on the basis of the work of conducting a laboratory
path entrusted to us in recent years by the Roma Tre University. In this work our previous experiences
of training in the informal field have been brought together.
The reflection, after historically contextualizing places and times of this laboratory experience,
leads to trace the pedagogical matrices of six reference principles: 1) active education, 2) respect,
3) functional learning group, 4) educational experience, 5) integrated training, 6) reflection on
The definition of these principles, accompanied by some examples that are put into practice, can
serve as a reference for other university laboratory courses as well as for inclusive laboratory
teaching in the school environment.






I. RIFLESSIONE TEORICA (a. incontro con la storia; b. questioni epistemologiche)