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dc.contributor.authorIanes D
dc.contributor.authorZambotti F
dc.contributor.authorDemo H
dc.contributor.editor
dc.date.accessioned2019-02-21T16:02:26Z
dc.date.available2019-02-21T16:02:26Z
dc.date.issued2013
dc.identifier.issn2035-5963
dc.identifier.urihttp://www.lifespan.it/sommario.asp?id=74∨dine=0&anno=2013
dc.identifier.urihttp://hdl.handle.net/10863/8670
dc.description.abstractThe article attempts to provide some answers to the many questions raised by Giangreco, Doyle and Suter (2012). Two aspects have been analysed in detail: 1. Research findings on pull out phenomena regarding students with disabilities and with learning disabilities; 2. Recent Italian laws for inclusive education. Pull out phenomena characterize the majority of the school care-ers of persons with disability. Furthermore, the phenomenon concerns stu-dents with learning disabilities as well, although in smaller percentages. The widespread occurrence of pull out suggests - although further research is needed in this field - the presence of a risky trend of micro-exclusionary pro-cesses within inclusive schools systems. As far as recent Italian laws for in-clusive education are concerned, a broadening of the category of students with a right to individualised learning can be observed, from disability to a much broader conceptualisation of special educational need. This can be un-derstood as a trend from integration towards inclusion, although a medical orientation is still noticeable in Italian inclusive school legislation.en_US
dc.languageEnglish
dc.languageItalian
dc.language.isoenen_US
dc.language.isoiten_US
dc.relation
dc.rights
dc.titleLights and shadows in the inclusive Italian School Systemen_US
dc.typeArticleen_US
dc.date.updated2019-02-21T15:54:49Z
dc.publication.title
dc.language.isiEN-GB
dc.language.isiIT-IT
dc.journal.titleLife Span and Disability
dc.description.fulltextopenen_US


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