Vol. 12 No. 2 (2024): Italian Journal of Special Education for Inclusion

Published: 2024-12-30

Full Issue

pdf (Italiano)

ARTICOLI

Prime pagine

Technical Staff

001-005
- pdf (Italiano)
Editoriale

Fabio Bocci

006-014
- pdf (Italiano)
Introduzione

Paola Aiello, Catia Giaconi, Luigi D'Alonzo, Antonello Mura, Tamara Zappaterra

015-018
- pdf (Italiano)
Socio-emotional competencies and teachers’ professional development: the perceptions and experiences of specialized teachers

Daniele Bullegas, Asja Mallus, Antonello Mura

019-028
- pdf (Italiano)
Authority and Respect for Support Teachers

Giambattista Amenta

029-038
- pdf (Italiano)
ICT training and inclusive education teachers: a study on the TPACK model

Angela Magnanini, Lorenzo Cioni, Marta Sánchez Utgé

039-046
- pdf (Italiano)
The specialized support teacher in the classroom with students with sensory disabilities: considerations on the professional profile from a pilot study on the perceptions of trainee teachers

Lucia Borsini, Arianna Taddei, Noemi Del Bianco, Ilaria D'Angelo, Catia Giaconi, Thomastine Sarchet-Maher

047-057
- pdf (Italiano)
New training paths for school inclusion

Raffaele Ciambrone

058-072
- pdf (Italiano)
An almost happy marriage… artificial intelligence in special education: opportunities and risks

Andrea Fiorucci, Alessia Bevilacqua

073-083
- pdf (Italiano)
Support teacher between educational practices and middle management

Giorgia Ruzzante

084-092
- pdf (Italiano)
Disability and Interculturality. Reflections for training of specialized teachers for educational support in an intersectional perspective

Sara Gabrielli

092-102
- pdf (Italiano)
The role of teachers communicative‐relational skills in building inclusive processes

Grazia Lombardi

103-113
- pdf (Italiano)
The competencies of specialized teachers for support activities: a Systematic Review

Leonarda Longo, Dorotea Rita Di Carlo

114-127
- pdf (Italiano)
The “Didattica delle Educazioni e dell’area antropologica” Workshop of the Specialisation Course for Support Teachers. A Proposal of Method and Content

Federico Chiappetta

128-135
- pdf (Italiano)
Support-Teacher Training: A Pre-Post Study on Self-Efficacy Toward Inclusion

Lorenzo Cioni

136-145
- pdf (Italiano)
The integration of AI and assistive technology in special education: a paradigm shift in teacher training and student support

Sara Pellegrini, Riccardo Sebastiani

146-157
- pdf (Italiano)
Philosophy for everyone: use of AAC for a new mode of inclusion of the discipline for students with autism and cognitive disability

Luigi Fenza

158-172
- pdf (Italiano)
Educational-didactic design of a digital facilitator for the inclusion of a student with visual impairment

Lucia Maffione

173-182
- pdf (Italiano)
Cinema as a pedagogical tool: pathways for the education and assessment of prosocial attitudes in upper secondary school

Ilaria Ancillotti, Giulia Cuozzo

183-192
- pdf (Italiano)
Developing the ethical capacity of the teacher: a training proposal inspired by the ECS paradigm

Antonio Cuccaro, Chiara Gentilozzi, Davide Brancato, Paola Damiani

193-202
- pdf (Italiano)
Ethical competence in Italian and German teacher training for inclusive primary schools

Silvia Wiedebusch, Daniela Manno, Pia Jauch, Elena Paola Carola Alessiato, Michael Quante

203-215
- pdf
The Challenges of Inclusion in Upper Secondary School: From Critical Issues to Ongoing Reforms

Pier Paolo Tarsi, Sara Rizzo

216-230
- pdf (Italiano)

Fuori Call

Emotional and Social Skills in Primary School pupils, Resilience and Love for nature: a Psycho‐pedagogical Approach

Maria Teresa Cairo, Elena Gatti, Giorgia Pera

231-242
- pdf

Vol. 12 No. 2 (2024): Italian Journal of Special Education for Inclusion

Full Issue

ARTICOLI

Prime pagine

Editoriale

Introduzione

Socio-emotional competencies and teachers’ professional development: the perceptions and experiences of specialized teachers

Authority and Respect for Support Teachers

ICT training and inclusive education teachers: a study on the TPACK model

The specialized support teacher in the classroom with students with sensory disabilities: considerations on the professional profile from a pilot study on the perceptions of trainee teachers

New training paths for school inclusion

An almost happy marriage… artificial intelligence in special education: opportunities and risks

Support teacher between educational practices and middle management

Disability and Interculturality. Reflections for training of specialized teachers for educational support in an intersectional perspective

The role of teachers communicative‐relational skills in building inclusive processes

The competencies of specialized teachers for support activities: a Systematic Review

The “Didattica delle Educazioni e dell’area antropologica” Workshop of the Specialisation Course for Support Teachers. A Proposal of Method and Content

Support-Teacher Training: A Pre-Post Study on Self-Efficacy Toward Inclusion

The integration of AI and assistive technology in special education: a paradigm shift in teacher training and student support

Philosophy for everyone: use of AAC for a new mode of inclusion of the discipline for students with autism and cognitive disability

Educational-didactic design of a digital facilitator for the inclusion of a student with visual impairment

Cinema as a pedagogical tool: pathways for the education and assessment of prosocial attitudes in upper secondary school

Developing the ethical capacity of the teacher: a training proposal inspired by the ECS paradigm

Ethical competence in Italian and German teacher training for inclusive primary schools

The Challenges of Inclusion in Upper Secondary School: From Critical Issues to Ongoing Reforms

Fuori Call

Emotional and Social Skills in Primary School pupils, Resilience and Love for nature: a Psycho‐pedagogical Approach

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