Construction of an analogical learning environment for intellectual disability in the high school

Abstract

In order to try to reduce the frequent situations of separation (Canevaro,
D’Alonzo & Ianes, 2007), that are often lived by students with intellectual
disability and with Special Educational Needs, here is presented a new
learning environment, a new “ ecological class “ (Vayer & Duval, 1992).
Through the use of analogical languages, that best help students with intellectual
disability in the process of abstraction and comprehension of reality
(Antonietti, 1999; Cottini & Rosati, 2008), some classes of high school have
dealt with a learning training in a multimodal (Caldin, 2014) laboratory
based on the ”capabilities approach” (Sen, 1992).