The paper presents the outcomes of a training program carried out by the UNIBG Special Educationresearchers in compliance with the Law ‘In-service training of teachers’ staff for including students with disabilities’(Law no. 178 /2020; Ministerial Decree n. 188/2021) aimed at providing teachers of the Bergamo area withknowledge about disability and inclusion. Specifically, the article investigates and critically reflects on teachers’knowledge to detect any changes that occurred after attending the UNIBG training course, with respect to thedisability construct (definition, terminology, typologies) and the teaching strategies useful for supporting schoolinclusion concerning different types of disabilities, as well as the perceived degree of competence in the directapplication of these strategies in the classroom
Il contributo discute gli esiti di una formazione realizzata dalla Cattedra di Pedagogia Speciale diUNIBG in risposta alla legge ‘Formazione in servizio del personale docente ai fini dell’inclusione degli alunni condisabilità’ istitutiva dei cosiddetti corsi delle 25 ore (L. n. 178/2020; D.M. n. 188/2021) volta a fornire, ai docentidelle scuole bergamasche, conoscenze in merito ai costrutti di disabilità e di inclusione. Nello specifico, l’articoloindaga e riflette criticamente le conoscenze degli insegnanti al fine di rilevare eventuali cambiamenti, a seguito delpercorso formativo fruito, rispetto al costrutto di disabilità (definizione, terminologia, tipologie) e alle strategiedidattiche utili a supportare l’inclusione scolastica rispetto a differenti tipologie di disabilità, nonché la percezionedel grado di competenza nell’applicazione diretta in classe di tali strategie.
Knowledge about disability and inclusion: results from an online teachers’ training program
Bianquin, Nicole;
2023-01-01
Abstract
The paper presents the outcomes of a training program carried out by the UNIBG Special Educationresearchers in compliance with the Law ‘In-service training of teachers’ staff for including students with disabilities’(Law no. 178 /2020; Ministerial Decree n. 188/2021) aimed at providing teachers of the Bergamo area withknowledge about disability and inclusion. Specifically, the article investigates and critically reflects on teachers’knowledge to detect any changes that occurred after attending the UNIBG training course, with respect to thedisability construct (definition, terminology, typologies) and the teaching strategies useful for supporting schoolinclusion concerning different types of disabilities, as well as the perceived degree of competence in the directapplication of these strategies in the classroomFile | Dimensione | Formato | |
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