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dc.contributor.editorBellacicco, Rosa
dc.contributor.editorIanes, Dario
dc.contributor.editorPavone, Marisa
dc.date.accessioned2022-03-29T04:00:44Z
dc.date.available2022-03-29T04:00:44Z
dc.date.issued2022
dc.date.submitted2022-03-28T15:31:59Z
dc.identifierONIX_20220328_9788835132349_17
dc.identifierhttps://library.oapen.org/handle/20.500.12657/53636
dc.identifier.urihttps://directory.doabooks.org/handle/20.500.12854/79783
dc.description.abstractThe promotion of greater diversity in the socio-demographic profile of the teaching population is the subject of an increasing international interest. However, the perspective of teachers with disabilities/specific learning disorders (SLDs) is still poorly investigated, especially in Italy. The entry of teachers with disabilities/SLDs into the teaching profession can represent a decisive step towards the development of increasingly higher levels of inclusion both in teacher training and in the school setting, also considering the benefits that teachers with disabilities/SLDs can bring in terms of inclusive values and practices. Although, the topic raises some dilemmas and tensions, elicited by the dual mandate of schools and universities, which are called to ensure the quality of: a) the educational offer; b) the professional profile of (student) teachers who (will) work in schools. At the same time, they need to grant (student) teachers the right to use accommodations during their educational and professional career. The volume presents a multi-perspective reflection on the subject, presenting ‒ in particular ‒ two systematic reviews on international research on the topic and an empirical study conducted within the Italian context. The latter investigated the facets underlying the inclusion of (student) teachers with disabilities/SLDs through a multi-method approach.
dc.languageItalian
dc.relation.ispartofseriesTraiettorie inclusive
dc.rightsopen access
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKH Teaching staff
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education::JNL Schools
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs
dc.subject.other(student) teachers with disability, in-service teachers with disability, inclusion, barriers and facilitators, dilemma of professional competence
dc.titleInsegnanti con disabilità e DSA
dc.title.alternativeDilemmi, sfide e opportunità
dc.typebook
oapen.relation.isPublishedBy3b1e4403-b637-4268-a952-2280e4500b8a
oapen.relation.isbn9788835132349
oapen.pages176
oapen.place.publicationMilan
dc.abstractotherlanguageThe promotion of greater diversity in the socio-demographic profile of the teaching population is the subject of an increasing international interest. However, the perspective of teachers with disabilities/specific learning disorders (SLDs) is still poorly investigated, especially in Italy. The entry of teachers with disabilities/SLDs into the teaching profession can represent a decisive step towards the development of increasingly higher levels of inclusion both in teacher training and in the school setting, also considering the benefits that teachers with disabilities/SLDs can bring in terms of inclusive values and practices. Although, the topic raises some dilemmas and tensions, elicited by the dual mandate of schools and universities, which are called to ensure the quality of: a) the educational offer; b) the professional profile of (student) teachers who (will) work in schools. At the same time, they need to grant (student) teachers the right to use accommodations during their educational and professional career. The volume presents a multi-perspective reflection on the subject, presenting ‒ in particular ‒ two systematic reviews on international research on the topic and an empirical study conducted within the Italian context. The latter investigated the facets underlying the inclusion of (student) teachers with disabilities/SLDs through a multi-method approach.


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