| Přispěvatelé: |
Marianna Traversetti, Marina Chiaro, Amalia Lavinia Rizzo, Pietro Lucisano, Achille Notti, Traversetti, Marianna, Chiaro, Marina, Rizzo, Amalia |
| Popis: |
In the perspective of inclusive education (UNESCO, 1994, 2005, CoE, 2018), the evaluation process represents an essential aspect of the teachinglearning process and accounts for the quality of both the teaching organization and the educational relationship (Chiappetta Cajola, 2013, 2015). For this process, schools need to have available operational tools to identify the obstacles about the construction of the study method. It is considered the first compensatory measure (Cornoldi et al., 2010) for pupils with specific learning disorder/SLD (L. 170/2010), who are growing strongly in the Italian school (ISTAT, 2018). In this framework, the ICF (WHO, 2001, 2007) and the New Index for Inclusion (Booth, Ainscow, 2014) are operative tools to activate the didactic-evaluation circuit in order to organize the inclusive didactic action and to stimulate the school to act on the context (Chiappetta Cajola, 2017; Chiappetta Cajola, Traversetti, 2017, 2018). In the perspective of education informed by evidence (Calvani, 2012; Hattie, 2009; Mitchell, 2014), an exploratory research (Lucisano, Salerni, 2012) investigated the effectiveness of inclusive teaching in relation to the construction of the study method, also for students with SLD. The research has been conducted according to the mixed methods approach (Creswell, Plano Clark, 2011) and using some tools built on ICF and New Index. The non-probabilistic sample (Cohen, et al., 2007) was made up of 11 primary school classes attended by 214 students, of which 15 with SLD. The results highlight the presence of obstacles to the construction of the study method for all students in the class. In particular, the obstacles are about the educational relationship, the teaching strategies and the tools used in the classroom to improve the study. |
