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Module 1: Understanding Inclusive Education - University of Bologna

1) Testimony of Silvia. Disability and inclusive education (material documented during the MUSE training in Bologna, from November 28th to 2nd December, 2016).

Silvia, a student at the University of Bologna, talks about her experience during the third day of training inserted in the week of MUSE training in Bologna.Silvia was born completely deaf, tells how through the process of school integration was possible to be thought and experience building step by step on her life project, overcoming the obstacles that implies a particular type of disability related to the external environment.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Video

2) Giampiero Griffo, a degree in history and philosophy, and active for over 40 years in the defense and protection of the rights of persons with disabilities, tells about the Convention on the Rights of Persons with Disabilities.

Through an analysis of the "Convention on the Rights of Persons with Disabilities", Giampiero Griffo provides some tools to read and understand the points and the most important items that the Convention outlines. From the recognition of human rights, the change of perspective from medical to bio-psycho-social and an important reflection on the development and empowerment of capabilitys of every single person. A critical reading that provides many learning ideas and reflection. Documented material during the Conference: " Convention ONU, rights and life project" of 12.01.2016. Organized in collaboration with the Departement of Education Studies "Giovanna Maria Bertin", School of Psychology and Education Sciences, University of Bologna.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Video

3a) "The ICF. International Classification of Functioning, Disability and Health. Cildren and Youth version." (English)

The ICF is a necessary tool when it comes to people with disabilities, even if it concerns the whole population. The tool describes such situations adopting a standard and unified language, trying to avoid semantic misunderstandings and facilitating communication between the various users worldwide.

The International Classification of Functioning, Disability and Health, Cildren and Youth version is emerging as a classification that aims to describe the state of health of children and youth in relation to their areas of life (social, family, work) in order to understand the barriers in the socio-cultural context reference can cause disability.
The ICF not describe people, but their daily life situations, in relation to their environment and emphasize the individual not only as a person with illness or disability, It highlights the contexts that can be "hindering" or "facilitative" compared to social inclusion.
l 'ICF introduces the bio-psycho-social model, important reference theoretical framework.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Paper

3b) "The ICF. International Classification of Functioning, Disability and Health." (Spanish)

The ICF is a necessary tool when it comes to people with disabilities, even if it concerns the whole population. The tool describes such situations adopting a standard and unified language, trying to avoid semantic misunderstandings and facilitating communication between the various users worldwide.

The International Classification of Functioning, Disability and Health is emerging as a classification that aims to describe the state of person in relation to their areas of life (social, family, work) in order to understand the barriers in the socio-cultural context reference can cause disability.
The ICF not describe people, but their daily life situations, in relation to their environment and emphasize the individual not only as a person with illness or disability, It highlights the contexts that can be "hindering" or "facilitative" compared to social inclusion.
l 'ICF introduces the bio-psycho-social model, important reference theoretical framework.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Paper

4a) "Convention on the Rights of Persons with Disabilities" (English)

The "Convention on the Rights of Persons with Disabilities" (CRPD) was adopted in on December 13, 2006 in New York by the United Nations General Assembly and entered into force on 3 May 2008. The Convention does not establish “new rights” for people with disability, but rather concrete and specific the scope of fundamental rights of the various instruments of human rights protection, comparing them to the particular situation of people with disabilities. The aim is to allow people with disabilities to exercise their rights to the same extent of any other citizen. It therefore concerns civil, political, economic, social and cultural rights.
Convection is therefore one of the most important legislative instruments, which not only provides guidance in reading and analysis of the concept of “person with a disability”, but it is also very important theoretical frame of reference.
In the English version of the Annex, you can find: from page. 1 on p. 49 introduction to the work of the Directorate General for Development Cooperation of the Ministry of Foreign Affairs. The points of the Convention can be found on p. 50 to p. 89.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Paper

4b) "Convention on the Rights of Persons with Disabilities" (Spanish)

The "Convention on the Rights of Persons with Disabilities" (CRPD) was adopted on December 13, 2006 in New York by the United Nations General Assembly and entered into force on 3 May 2008. The Convention does not establish “new rights” for people with disability, but rather concrete and specific the scope of fundamental rights of the various instruments of human rights protection, comparing them to the particular situation of people with disabilities. The aim is to allow people with disabilities to exercise their rights to the same extent of any other citizen. It therefore concerns civil, political, economic, social and cultural rights.
Convection is therefore one of the most important legislative instruments, which not only provides guidance in reading and analysis of the concept of “person with a disability”, but it is also very important theoretical frame of reference.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Paper

5a) "The Butterfly Circus" (by Joshua Weigel) English version

The short film was presented in 2009 and was directed by Joshua Weigel. Through the narration of the meeting between two men, Will and Mr. Mendez, the short film will be idea for reflection for reasoning about how you can see the person with disabilities not only in a medical setting, but as the bearer of important skills and competences. The external environment and the same person with disabilities must be the able to see these capabilities.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Video

5b) "The Butterfly Circus" (by Joshua Weigel) Spanish version

The short film was presented in 2009 and was directed by Joshua Weigel. Through the narration of the meeting between two men, Will and Mr. Mendez, the short film will be idea for reflection for reasoning about how you can see the person with disabilities not only in a medical setting, but as the bearer of important skills and competences. The external environment and the same person with disabilities must be the able to see these capabilities.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Video

6a) “Index for inclusion” (English version)

“Index for Inclusion" is by Tony Booth and Mel Ainscow, published for the first time in the UK in 2000.
The proposed guidelines are used as a tool to promote and develop inclusive methodologies in the schools compared to people with or without disabilities, through a constant work of construction and improvement of teaching and learning.
The size of ' 'inclusiveness” about the school is analyzed and put in relation to the social context. analyzing this important thing in a global logic, it’s possible to identify what are the practices, cultures and the policies that they are increasingly more towards an environment where you can really experience the full participation, with respect for all the rights of the person.
Is One Tool That can also be used in universities, as it helps to reflect inclusiveness of contexts.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Paper

6b) “Index for inclusion” (Spanish version)

“Index for Inclusion" is by Tony Booth and Mel Ainscow, published for the first time in the UK in 2000.
The proposed guidelines are used as a tool to promote and develop inclusive methodologies in the schools compared to people with or without disabilities, through a constant work of construction and improvement of teaching and learning.
The size of ' 'inclusiveness” about the school is analyzed and put in relation to the social context. analyzing this important thing in a global logic, it’s possible to identify what are the practices, cultures and the policies that they are increasingly more towards an environment where you can really experience the full participation, with respect for all the rights of the person.
Is One Tool That can also be used in universities, as it helps to reflect inclusiveness of contexts.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Paper

7) "Madrid Declaration" (Spanish version)

he Madrid Declaration is a document drafted during the European Congress on Disability in March 2002. This document relates to the inclusive perspective of persons with disabilities, in particular in relation to the school context. The school, as an important institution, shall be the place where the reference adult figures implement the inclusive practices in relation to increase the specialized expertise of the individual boy or girl, school career must be the path that fights marginalization and discrimination to promote real inclusion of the person.
The importance of this document is that it puts disability in relation to human rights, defining in the first article that "Persons with disabilities have the same fundamental rights as other citizens."

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Paper

8) “Educate through informal practices: the importantce get in the game” (material documented during the MUSE training in Bologna, from November 28th to 2nd December, 2016)

The proposed video wants to be idea for reflection about the practices used to make the people participate in the educational experience. these practices must afford to live the 'experience not only individually but also in group size.
The teacher, the educator, the specialist should be able to arrange spaces and times for training and education that is experiential and bi-directional.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Video

9) Caldin R., Current pedagogic issues in inclusive education for the disabled, «PEDAGOGIA OGGI», 2013, 1/2013, pp. 11 - 25

Although often used as synonyms, the terms integration and inclusion have substantial differences. In Italy, although using both terms to describe the experience in our country, we are closer to the perspective of inclusion than to the “simple” experience of integration. The term inclusion was officially used for the first time in the educational field and recognised socially and culturally in 1994, in the Salamanca Declaration. It marks the start of change and renewal in pedagogical and cultural terms. the different interpretations of the concept of inclusive education determine the choice and implementation of very different political decisions and educational practices from country to country. In our country, integration and inclusion processes have represented the most important factor for preventing obstacles to learning and participation and a huge factor of scholastic and social change and innovation, also through substantial legislation. Indeed, inclusion is only partially to do with persons with disabilities in mainstream schools. The inclusive perspective underlines the choice of an anthropological model which protects men, women and children, which concerns all indistinctly. Governments and communities have the duty to remove the barriers and obstacles that hinder social inclusion, providing appropriate resources and support to allow children with disabilities to grow in inclusive environments. In the pursuit of the inclusive perspective, we – scholars of Special Education – continue to consider our fundamental task to be to ensure that the achievements of a person in problematic situations become qualities for all.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Article

10) Roberta Caldin, Adolescents with disabilities at school. Processes of identity and the construction of life projects, «PEDAGOGIA OGGI», 2015, 2, pp. 134 - 147

The paper examines the processes of identity in relation to disability. Today, one of the greatest risks facing adolescents is that of remaining "suspended" in the age of adolescence, transforming the so-called "psychosocialmoratorium" - which should be transitory - into a typical feature of a generation, a life style that extends over time. While this is true for non-disabled adolescents who have difficulty growing up (sometimes because they are not fully supported by the emancipatory thrust of their parents), this phenomenon, of being "suspended" between childhood and adulthood, may be emphasised even more in situations of disability where the passage appears even more complex. Starting from this scenario, the author highlights the education role of family and school in order to facilitating the construction of life project of a disabled person,including broader considerations about parental functions, models of parenting and educating in Italy.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Article

11) Roberta Caldin, Educability and possibility, difference and diversity: the contribution on Special Pedagogy, «EDUCATION SCIENCES & SOCIETY», 2013, 2, pp. 65 - 77

This contribution examines some of the keystones of Special Pedagogy - educatability and possibility, difference and diversity - based on some Italian studies in these areas. The “common conceptual areas” between Pedagogy and Special Pedagogy are particularly rich in such questions, in this regard, the Author refers to some interpretations from theoretical approaches (phenomenology, problematics, personalism), from the anthropological perspective of disability, as per the recent indications of the World Health Organisation. The emerging indications aim to highlight how Special Pedagogy research can contribute to the quality of research across all areas of pedagogy.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Article

13) The inclusive dimension in education (by Roberta Caldin)

The material presented definiscce synthetic and schematic way the key points concerning inclusive education.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Slide

14) Inclusive education (by Roberta Caldin and Alessia Cinotti)

The material presented in a concise and clarifies schematically the inter relationship between Disability, Context and Politics.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Slide

15) Enrico Angelo Emili “Specific Learning Disorder: Italian Law and Aid Istruments” (material documented during the MUSE training in Bologna, from November 28th to 2nd December, 2016).

Enrico Angelo Emili, research fellow in the Department of Education Studies "Giovanni Maria Bertin", presents the Italian Law that regulates and protects the rights of persons with disabilities, Specific Learning Disorder or problematic nature of socio-economic, cultural or linguistic. Specifically, the dispensativi and compensatory instruments are described and detailed. these support tools are used to accompany the student who has a Specific Learning Disorder in the school curriculum, especially in the Universities.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Video

16) Inclusive Technologies (by Enrico Angelo Emili)

Reference slide with respect to the content offered in the video above.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Slide

17) INCLUSIONE.IT

Authoritative website maintained by Enrico Angelo Emili. Insights on DSA

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Link

18) Enrico Angelo Emili: the university experience of Perugia (material documented during the MUSE training in Bologna, from November 28th to 2nd December, 2016).

Enrico Angelo Emili, research fellow in the Department of Education Studies "Giovanni Maria Bertin", describes the main contents of his research experience at the University of Perugia. Always with a focus compared with Specific Learning Disorders, lists the main actions and the main tools that the University has made available to students to respond to the different needs.
Staff awareness, psychological-pedagogical and methodological advice and workshop to learn the use of compensatory and dispensativi tools.
The strength of this work is certainly the ability to look at the specific needs of each student in a Bio-Spico-social logic, which therefore does not stop at diagnosis.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Video

19) "Specific learning disorders: Guidelines for professors of the university" (by Laura Arcangeli and Enrico Angelo Emili)

The purpose of these guidelines is to provide a tool that orient the teachers of the University of Perugia with respect to the subject of Specific Learning Disorders (DSA). The document is divided into three parts:
1. DSA, the legislation and the University services of the University of Perugia,
2. Preparation of highly readable instructional materials,
3. Video presentations Preparing highly legible.
Notices attached have been devised on the basis of the latest literature on readability. They can help professors of to ensure the right to education of students with ASD and at the same time be useful to all students.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Paper

20) "Marisa Pavone: Students with Disability or DSA. Support tools in the university context" (material documented during the MUSE training in Bologna, from November 28th to 2nd December, 2016).

Meeting with Marisa Pavone, president of the university national conference of university delegates and special education professor at the University of Torino. Professor deepens some very important tools that are used within the talian universities in support of inclusive education.

Module: 
Module 1: Understanding Inclusive Education - University of Bologna
Format: 
Video