Accessibility and sustainability are fundamental dimensions for designing inclusive school contexts, which are easily ac cessible to all, especially pupils with disabilities, but also to other actors who contribute, together with the school and in a perspective of educational cor esponsibility, to the realization of the life projects of these pupils. In this perspective, the contextual factors are not only traceable to structural and architectural features, but they may relate to other aspects, such as the organization of (inser vice) training of teachers and that of the families with sons and daughters with disabil ities, as well as extracurricular workers. This is one of the many aspects of school inclusion that is essential for improving synergistic and interinstitutional work, which requires an interdisciplinary and multidisciplinary design approach within a school space that could connote itself as a laboratory of pedagogical sharing.

I laboratori di compartecipazione pedagogica e il Gruppo di Lavoro Operativo per l'inclusione

Muscara Corrado
2022-01-01

Abstract

Accessibility and sustainability are fundamental dimensions for designing inclusive school contexts, which are easily ac cessible to all, especially pupils with disabilities, but also to other actors who contribute, together with the school and in a perspective of educational cor esponsibility, to the realization of the life projects of these pupils. In this perspective, the contextual factors are not only traceable to structural and architectural features, but they may relate to other aspects, such as the organization of (inser vice) training of teachers and that of the families with sons and daughters with disabil ities, as well as extracurricular workers. This is one of the many aspects of school inclusion that is essential for improving synergistic and interinstitutional work, which requires an interdisciplinary and multidisciplinary design approach within a school space that could connote itself as a laboratory of pedagogical sharing.
school laboratories
Special education
school inclusion
disability
family
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/20.500.11769/545721
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