Vol. 2 No. 2 (2014): ITALIAN JOURNAL OF SPECIAL EDUCATION FOR INCLUSION

Published: 2015-03-24

INDICE

• Indice

  Editorial Staff

  1-5

  • PDF (Italiano)

EDITORIALE

• Editoriale

  Luigi d'Alonzo

  6-9

  • PDF (Italiano)

• Editoriale - Promuovere l’inclusione: l’insegnante specializzato per le attività di sostegno in primo piano

  Lucio Cottini

  10-20

  • PDF (Italiano)

ARTICOLI

• A proposal for a feasible evolution of the role of the support teacher in Italy

  Paola Aiello, Felice Corona, Maurizio Sibilio

  21-34

  • PDF

• Support teachers: a necessary evolution

  Dario Ianes

  35-53

  • PDF (Italiano)

• What evolution for support system in the italian school? The specialized teacher for support as technical of pedagogical mediation and indirect ways in the learning process?

  Alain Goussot

  55-66

  • PDF (Italiano)

• Evidence-based education and the insegnante di sostegno: problematics, approaches and prospects

  Alessia Signorelli

  67-80

  • PDF (Italiano)

• The specialist teaching: skills, wardship, sharing

  Donatella Fantozzi

  81-95

  • PDF (Italiano)

• Inclusive approach in education: contemporary challenges in the studies of special education

  Andrea Canevaro, Elena Malaguti

  97-108

  • PDF (Italiano)

• The inclusive school: roles and professions

  Lucia de Anna

  109-127

  • PDF (Italiano)

• Considering inclusive education as a form of "disability literacy"

  Donatello Smeriglio

  129-138

  • PDF (Italiano)

• The issue of the support teacher between evolution, boycotts and freedom of research

  Fabio Bocci

  139-153

  • PDF (Italiano)

• comparing teachers views on Italian special teacher for inclusion. a quantitative study

  Maja Antonietti

  155-174

  • PDF (Italiano)

• Secondary School, teachers training and inclusive education: a field research

  Antonello Mura

  175-190

  • PDF (Italiano)

• If inclusion challenges scaffolding: travel notes on an education experience

  Marina Santi

  191-210

  • PDF (Italiano)

RECENSIONI

• Recensione

  Anna Cucca

  211-213

  • PDF (Italiano)