S p e c i a l E... a n d I n c l u... C O N F E R E N C E

Special Educational Needs
and Inclusive Practices.
An International Perspective
CONFERENCE
Today, school is becoming a rapidly changing
learning environment. Thinking about students
as a homogeneous population is no longer
allowed, as diversity – in terms of culture,
language, gender, family organization, learning
styles and so on – has emerged as a key
challenge for education today. The debate on
Special Educational Needs largely reflects this
challenge, as working in school implies careful
reconsideration of what we mean by ‘normal’
and ‘special’. Current educational intervention
is generally based on a deficit and ‘within-child’
model of facing SEN, whereas very little
attention is given to the role of learning
environment. The focus is on the child more
than on the whole class, and on cognition and
technical provisions more than on affective,
sociocultural and community dimensions of
learning. However, we should always
remember that students are not ‘problems to
be fixed’: they are the solution. Regarding
students and their needs as ‘hidden voices’
allows us to adopt a transformative approach
which sees diversity as a stimulus for the
development of educational practices that
might benefit all children and help school to
become an inclusive and ‘moving’ organization.
The aim of the conference is to provide a
platform for fostering dialogue and good
practices among stakeholders and decision
makers involved in inclusive education,
through the contribution of international
scholars. Conference will also host the
presentation of the new Italian edition of
the “Index for Inclusion” as a special event.
University of Bergamo
Department of Human and Social Sciences
23-24 October 2014
Programme
Thursday 23rd October
Conference Room, via Pignolo 123
Registration (8.30-9.00)
Opening (9.00-9.30)
Stefano Paleari, Rector of the University of
Bergamo
Giuseppe Bertagna, Dean of the HSS
Department
Patrizia Graziani, Head of Bergamo LEA
Plenary session (9.30-12.30)
Beth A. Ferri, Syracuse University, US
Joaquìn Gairìn Sallàn, Autonomous University of
Barcelona, Spain
Daniele Checchi, University of Milan, Italy
Fabio Dovigo, University of Bergamo, Italy
Friday 24th October
Conference Room, via Pignolo 123
Plenary session (9.00-13.00)
Barbara Brokamp, Montag Stiftung Jugend
und Gesellschaft, Bonn, Germany
Kari Nes, Hedmark University College,
Special event (12.30-13.00)
Presentation of the new Italian edition of the
Index for Inclusion (Carocci, Roma)
Hamar, Norway
Mara Westling Allodi, Stockholm University,
Sweden
Lucia Chiappetta Cajola, Roma Tre
University, Italy
Tony Booth, School of Education, University of
Cambridge, UK
Giuliana Sandrone, University of Bergamo,
Italy
Parallel and posters sessions (14.30-18.00)
Parallel and posters sessions (14.30-18.00)
Rooms 13-15-22, via Caniana 2
Rooms 13-15-22, via Caniana 2
Ke y n o t e S p e a k e r s
Tony Booth works on values - led development for schools, kindergartens
and communities in England and in other countries. He has been a school
teacher, an educational psychologist and a university lecturer and professor.
He is the main author of the Index for Inclusion which has been translated
into more than forty languages. He emphasises the development of values
literacy - learning how to connect values and actions. He links values with
educational principles and imperatives. He has produced an approach to
structuring knowledge or curricula in education which connects learning
with personal and shared experience, and encourages a sense of
interdependence of people with each other and the other life forms with
which they share the planet.
Barbara Brokamp is active in foundation management and project
development at the Montag Stiftung Jugend und Gesellschaft, Bonn. She is a
Teacher and a consultant on the lifelong learning, school development and
school management area, as well as a lecturer at the University of Cologne.
Her current research interests include school development and
educational architecture.
Daniele Checchi is currently a Professor of Economics at the University of
Milan (Italy). He studied Economics at the Bocconi University in Milan and
the LSE where he received his masters degree in 1985. He obtained his
PhD from University of Siena in 1987. He worked and taught at the
University of Brescia (1988-92) and the University of Milano-Bicocca
(1992-2000) and held visiting positions at Universiteit Maastricht
(2006-2009), Universitè Catolique de Louvain (2008), Universidad
Autonoma Barcelona (2008), Boston College (2007), University of York
(2006), University of Leicester (2006), University College Dublin (2005).
His current research interests include the economics of education,
intergenerational mobility, labour market institutions and union density.
Lucia Chiappetta Cajola is a Professor of Education and Special Education in
the Department of Educational Sciences, University Roma Tre, Deputy
Director of the same department and director of the Master's level and
the Training Course "Education and psychology of specific learning
disorders" and the Master's Degree "Methodology and special Education
for the integration”. Her current research interests include the theories,
models, and technical and operational procedures of the special teaching,
and the assessment of learning of students with disabilities, difficulties or
specific disorders, as well as the training processes in the context of
inclusion. In these areas he has published articles, essays and books.
Fabio Dovigo, Ph.D., is a tenured Associate Professor for Educational
Research, Organizational Theory and Design, Organizational Research
Methods at the University of Bergamo. He is Co-ordinator of International
Relations and Erasmus Programs at the Department of Human and Social
Sciences, and Deputy Director of the School of Management. He was
Visiting Professor at University of California, (USA), Lund (Sweden), Linz
(Austria), Alberta (Canada), and Barcelona (Spain). His research interests
include research methods in education and organization, inclusive
education, and mediation and coaching. Among other publications, he was
responsible for the Italian translation of the “Index for inclusion”.
Beth A. Ferri, Ph.D. is a Professor of Inclusive Education and Disability Studies
at Syracuse University, where she also coordinates the Doctoral program
in Special Education. Professor Ferri has published widely on the
intersection of race, gender, and disability. She has also published two
books, Reading Resistance: Discourses of Exclusion in Desegregation and
Inclusion Debates (2006, Peter Lang) and Righting Educational Wrongs:
Disability Studies Law and Education (2013, SU Press). She is currently
working on a third book, titled “DisCrit: Critical Conversations Across Race,
Class, & Dis/ability” with Teachers College Press.
Joaquín Gairín Sallán is Teacher, Social graduate, Bachelor of Education,
Bachelor of Psychology and Doctor of Education. He is currently a
Professor at the Department of Applied Pedagogy of the University
Autónoma de Barcelona and director of the Organizational Development
Team (EDO). His career is related to the areas of curriculum and
organization of educational institutions. He has taught over 35 doctorate
courses in different universities. He has also participated as coordinator or
teacher training programs developed in fourteen foreign universities and
more than 12 European and Latin American countries. He has represented
Spain in meetings CODIESEE / UNESCO adviser Computer Education
Programme for Latin America (ORCYT-UNESCO).
Kari Nes is a former general and special teacher - is Professor of Education
inclusive and adapted education. As part of this , she translated in
collaboration with Marit Strømstad the Index for Inclusion to Norwegian
in 2000-2001. She has taken part in several international inclusion
networks, the most recent is “Teacher education for inclusion” by
European Agency (cf. Nes (2014) in “SAGE Handbook of Special
Education”).
Domenica Giuliana Sandrone is an Associate Professor of General and
Special Education at the Department of Humanities and Social Sciences of
the Bergamo University. She is Coordinator of the Commission services
for the disabled and DSA of the Department, as well as of the training
curriculum and mentoring guidance activities of pedagogical studies. Since
2009 she has been member of the International Phd in Human Capital
Formation and Labour Relations at the Bergamo University, carrying out
regular function of mentoring to the graduate students in education. From
1 January 2013, is the director of the University Centre for Teaching and
Learning Quality (CQIA), in which he previously served, from 2005 to
2012, as scientific coordinator.
Mara Westling Allodi is a Professor of Special Education at the Stockholm
University. Her current research interests include organization and
management of education, goals and values; social climate and interaction
in learning environments; analysis of special educational needs, resources
and operations; students with special circumstances. She has been
responsible for the Project “Participation, social climate and learning”
(2009/2012), and project manager of the Working Group "School, learning
and mental health of children" on behalf of the Health Committee, Royal
Vetenskasakademien (2008-2010).
Parallel and posters sessions
Thursday 23rd October
Rooms 13-15-22, via Caniana 2
Room 13
Room 15
Room 22
14.30
Päivi Pihlaja, Heli Ketovuori, Anne
Laiho
Inclusive values and Finnish educational
policy.
Elisabetta Ghedin, Diego Di Masi,
Debora Aquario
Il co-teaching: il valore della collaborazione
tra docenti nell’educazione inclusiva
Roberta Santuliana, Lorenza Sighel.
Percorso sperimentale di
accompagnamento degli insegnanti
nell'integrazione di studenti con bisogni
educativi specilali – prima fase
15.00
Johanna Lundqvist
Transition patterns after inclusive
preschool: The educational pathways of
children with and without special
educational needs in Sweden.
Amalia Rizzo
L’expertise dell’insegnante di sostegno
musicista per l’inclusione scolastica:
pratiche didattiche e dati di ricerca.
Loredana Perla, Nunzia Schiavone, Ilenia
Amati
La scrittura professionale degli insegnanti
specializzati. Risorse per un sistema
scolastico inclusivo in Puglia
Heli Ketovuori, Sanna Hirvensalo
An approach to Inclusion in the Finnish
basic education.
Paola Damiani, Filippo Gomez Paloma,
Dario Ianes
L’utilizzo dell’ICF come sfondo integratore
. Il
progetto di ricerca nazionale EDUFIBES
attraverso la didattica per competenze.
Alessandra Tigano
Un modello didattico inclusivo contextoriented. Deviazioni sull’osservazione dei
BES
15.30
Posters Session
S. Hashimoto, A. R. Takeshita, H. Goma
A Cross-cultural Comparison of Inclusive Education in Japan and Italy: Students’ Views on Inclusive Education
16.00
Pirttimaa Raija, Kokko Tiina, Räty Lauri, Kontu Elina, Pesonen Henri, Ojala Terhi
Intensive Special Educational Needs and the development of Inclusive Practices in Finland
Anita Habók
Research on learning to learn among elementary school children and children with special educational needs
Anita Habók
Elementary school children and SEN children’s opinions about learning
Maura Striano, Nunzia Rainone, Alfonso
Gentile, Valentina Paola Cesarano, Bruno
Galante, Alessia Cuccurullo
Inclusione e Buone prassi. Uno studio sulla
cultura inclusiva condivisa dagli Insegnanti.
Maria Cristina Veneroso, Andrea Di
Somma, Maria Soria, Francesco Benso
Dalle parole ai fatti… un progetto di
“Didattica Integrata”
16.30
Astrid Rank, Markus Scholz
Teacher Education for Inclusion.
17.00
Timo Saloviita
Developing a New Scale (TATIES) for
the Assessment of Teachers’ Attitudes
toward Inclusive Education.
Elisabetta Ghedin, Giulia Scattolin
Creare culture inclusive. Una indagine sulle
prospettive dei dirigenti scolastici
Giorgio Asquini,
Morena Sabella
Bisogni Educativi Speciali o Bisogni Estivi
Speciali? Un’indagine sulla perdita di
apprendimento dovuta alle vacanze
scolastiche
17.30
Avramidis Elias, Kantaraki Thessalia
Christine, Stroggilos Vasilis
Using sociometric techniques to assess
the social outcomes of inclusion: some
methodological considerations.
Mariagrazia Marcarini
Hellerup Skole di Gentofte (Copenhagen).
Una scuola “per tutti” attraverso la
“Pedarchitettura”, ossia il dialogo tra
pedagogia e architettura
Riccardo Marco Scognamiglio, Simone,
Matteo Russo, Mark Morbe
Intelligenza Somatica e competenze
relazionali. Studio esplorativo di un training
psicopedagogico rivolto a un gruppo di
studenti di una scuola secondaria di
secondo grado
Parallel and posters sessions
Friday 24th October
Rooms 13-15-22, via Caniana 2
Room 13
14.30
15.00
Room 15
Caterina Martinazzoli
Demo Heidrun
Due volte speciali. Quando gli alunni con
What really works in inclusive classrooms. disabilità provengono da contesti migratori
Vincenza Benigno, Giovanni Caruso,
Fabrizio Ravicchio, Manuela Repetto,
Guglielmo Trentin
The TRIS Project and the socioeducational inclusion of students who
Room 22
Guido Migliaccio,
Il bilancio tangibile e intangibile
dell’inclusione
Loredana Perla, Nunzia Schiavone,
Narrare per includere a Scuola: una ricercaformazione sull’ “autobiogr
interculturale”
Nicole Bianquin, Serenella Besio
La qualità dei processi inclusivi a scuola. Una
proposta per l’autovalutazione e
l’intervento
Zelda Amidoni
Benvenuti. Un progetto di peer education
presso l' ABF di Albino-Bergamo
Viviana Vinci,
La valutazione partecipata dell’inclusione dei
contesti sociali
regularly.
15.30
Maja Miskovic, Svjetlana Curcic
What Can Inclusive Education Do For
You? The Case of European Roma.
Break
16.00
Information
16.30
Rano Zakirova Engstrand, Helen Knutes
Nyqvist
Aesthetic perspective on students’
learning: using non-academic literature in
a dialogic classroom to foster inclusive
teacher education.
Chiara Gemma,
Andrea Poli
“Inclusiva–mente, storie di qui e lì”.
Un’esperienza con gli alunni stranieri
A. Battisti, S. Corradini, L. Martinez
Bisogni educativi speciali: esigenze
informative e dati disponibili
17.00
Claudia Gozzini, Daniela Ferro
Including children with severe autism: a
case analysis
Alessandra Galizzi
Yoet dice la sua
Luciano Paschetta, Maria Domenica
Mecca, Claudio Signorini, Roberto Dodi,
Valeria Liberti
L'inclusione scolastica degli alunni con
disabilità visiva vent'anni dopo
17.30
Gabriele Monti
Special Educational Needs: education
and interventions.
Valeria Rossini
Il disagio “invisibile” dei bambini. Una
proposta di personalizzazione educativa
nella scuola dell’infanzia
Angela De Piano
Strumenti assistivi per studenti non vedenti e
ipovedenti: dalla progettazione di lezioni
multimediali alla stesura di linee guida per
docenti
Registration
Registration starts: 03.06.2014
Registration deadline: 15.10.2014
Conference fees: 30 Euro
The fee includes a copy of the book “Il nuovo Index per
l'inclusione”, Carocci, 2014
Online registration:
http://www.carocci.it/index.php?option=com_content&vie
w=article&id=78&Itemid=303
Index in tour
Starting from November 2014, the new Italian edition of
the Index for Inclusion will be presented through seminars
helded in:
Torino
Roma
Milano
Napoli
Palermo
Bari
Cagliari
For more information: [email protected]
In collaboration with
Information
Department of Human and Social Sciences
Piazza S. Agostino 3
24129 Bergamo
tel. 0352052938
e-mail [email protected]
website www.unibg.it/inclusion2014