Skip Navigation Links.
Collapse <span class="m110 colortj mt20 fontw700">Volume 11 (2023)</span>Volume 11 (2023)
Issue 2, Volume 11, 2023
Issue 1, Volume 11, 2023
Collapse <span class="m110 colortj mt20 fontw700">Volume 10 (2022)</span>Volume 10 (2022)
Issue 12, Volume 10, 2022
Issue 11, Volume 10, 2022
Issue 10, Volume 10, 2022
Issue 9, Volume 10, 2022
Issue 8, Volume 10, 2022
Issue 7, Volume 10, 2022
Issue 6, Volume 10, 2022
Issue 5, Volume 10, 2022
Issue 4, Volume 10, 2022
Issue 3, Volume 10, 2022
Issue 2, Volume 10, 2022
Issue 1, Volume 10, 2022
Collapse <span class="m110 colortj mt20 fontw700">Volume 9 (2021)</span>Volume 9 (2021)
Issue 12, Volume 9, 2021
Issue 11, Volume 9, 2021
Issue 10, Volume 9, 2021
Issue 9, Volume 9, 2021
Issue 8, Volume 9, 2021
Issue 7, Volume 9, 2021
Issue 6, Volume 9, 2021
Issue 5, Volume 9, 2021
Issue 4, Volume 9, 2021
Issue 3, Volume 9, 2021
Issue 2, Volume 9, 2021
Issue 1, Volume 9, 2021
Collapse <span class="m110 colortj mt20 fontw700">Volume 8 (2020)</span>Volume 8 (2020)
Issue 12, Volume 8, 2020
Issue 11, Volume 8, 2020
Issue 10, Volume 8, 2020
Issue 9, Volume 8, 2020
Issue 8, Volume 8, 2020
Issue 7, Volume 8, 2020
Issue 6, Volume 8, 2020
Issue 5, Volume 8, 2020
Issue 4, Volume 8, 2020
Issue 3, Volume 8, 2020
Issue 2, Volume 8, 2020
Issue 1, Volume 8, 2020
Collapse <span class="m110 colortj mt20 fontw700">Volume 7 (2019)</span>Volume 7 (2019)
Issue 12, Volume 7, 2019
Issue 11, Volume 7, 2019
Issue 10, Volume 7, 2019
Issue 9, Volume 7, 2019
Issue 8, Volume 7, 2019
Issue 7, Volume 7, 2019
Issue 6, Volume 7, 2019
Issue 5, Volume 7, 2019
Issue 4, Volume 7, 2019
Issue 3, Volume 7, 2019
Issue 2, Volume 7, 2019
Issue 1, Volume 7, 2019
Collapse <span class="m110 colortj mt20 fontw700">Volume 6 (2018)</span>Volume 6 (2018)
Issue 12, Volume 6, 2018
Issue 11, Volume 6, 2018
Issue 10, Volume 6, 2018
Issue 9, Volume 6, 2018
Issue 8, Volume 6, 2018
Issue 7, Volume 6, 2018
Issue 6, Volume 6, 2018
Issue 5, Volume 6, 2018
Issue 4, Volume 6, 2018
Issue 3, Volume 6, 2018
Issue 2, Volume 6, 2018
Issue 1, Volume 6, 2018
Collapse <span class="m110 colortj mt20 fontw700">Volume 5 (2017)</span>Volume 5 (2017)
Issue 12, Volume 5, 2017
Issue 11, Volume 5, 2017
Issue 10, Volume 5, 2017
Issue 9, Volume 5, 2017
Issue 8, Volume 5, 2017
Issue 7, Volume 5, 2017
Issue 6, Volume 5, 2017
Issue 5, Volume 5, 2017
Issue 4, Volume 5, 2017
Issue 3, Volume 5, 2017
Issue 2, Volume 5, 2017
Issue 1, Volume 5, 2017
Collapse <span class="m110 colortj mt20 fontw700">Volume 4 (2016)</span>Volume 4 (2016)
Issue 20, Volume 4, 2016
Issue 19, Volume 4, 2016
Issue 18, Volume 4, 2016
Issue 17, Volume 4, 2016
Issue 16, Volume 4, 2016
Issue 15, Volume 4, 2016
Issue 14, Volume 4, 2016
Issue 13, Volume 4, 2016
Issue 12, Volume 4, 2016
Issue 11, Volume 4, 2016
Issue 10, Volume 4, 2016
Issue 9, Volume 4, 2016
Issue 8, Volume 4, 2016
Issue 7, Volume 4, 2016
Issue 6, Volume 4, 2016
Issue 5, Volume 4, 2016
Issue 4, Volume 4, 2016
Issue 3, Volume 4, 2016
Issue 2A, Volume 4, 2016
Issue 2, Volume 4, 2016
Issue 1, Volume 4, 2016
Collapse <span class="m110 colortj mt20 fontw700">Volume 3 (2015)</span>Volume 3 (2015)
Issue 12B, Volume 3, 2015
Issue 12A, Volume 3, 2015
Issue 12, Volume 3, 2015
Issue 11, Volume 3, 2015
Issue 10A, Volume 3, 2015
Issue 10, Volume 3, 2015
Issue 9, Volume 3, 2015
Issue 8, Volume 3, 2015
Issue 7, Volume 3, 2015
Issue 6, Volume 3, 2015
Issue 5, Volume 3, 2015
Issue 4, Volume 3, 2015
Issue 3, Volume 3, 2015
Issue 2, Volume 3, 2015
Issue 1, Volume 3, 2015
Collapse <span class="m110 colortj mt20 fontw700">Volume 2 (2014)</span>Volume 2 (2014)
Issue 12C, Volume 2, 2014
Issue 12B, Volume 2, 2014
Issue 12A, Volume 2, 2014
Issue 11A, Volume 2, 2014
Issue 12, Volume 2, 2014
Issue 11, Volume 2, 2014
Issue 10, Volume 2, 2014
Issue 9, Volume 2, 2014
Issue 8A, Volume 2, 2014
Issue 8, Volume 2, 2014
Issue 7, Volume 2, 2014
Issue 6, Volume 2, 2014
Issue 5, Volume 2, 2014
Issue 4, Volume 2, 2014
Issue 3, Volume 2, 2014
Issue 2, Volume 2, 2014
Issue 1, Volume 2, 2014
Collapse <span class="m110 colortj mt20 fontw700">Volume 1 (2013)</span>Volume 1 (2013)
Issue 12, Volume 1, 2013
Issue 11, Volume 1, 2013
Issue 10, Volume 1, 2013
Issue 9, Volume 1, 2013
Issue 8, Volume 1, 2013
Issue 7, Volume 1, 2013
Issue 6, Volume 1, 2013
Issue 5, Volume 1, 2013
Issue 4, Volume 1, 2013
Issue 3, Volume 1, 2013
Issue 2, Volume 1, 2013
Issue 1, Volume 1, 2013
American Journal of Educational Research. 2015, 3(8), 1005-1009
DOI: 10.12691/EDUCATION-3-8-9
Original Research

Construction of an Inclusive Learning Environment: Towards a New Ecological Class

Bagnariol Silvio1,

1Cà Foscari University, Venice, Italy

Pub. Date: July 20, 2015

Cite this paper

Bagnariol Silvio. Construction of an Inclusive Learning Environment: Towards a New Ecological Class. American Journal of Educational Research. 2015; 3(8):1005-1009. doi: 10.12691/EDUCATION-3-8-9

Abstract

The Italian school inclusion and integration process still involve considerable troubles and difficulties: “integration is not at issue, yet it is often unsatisfactory” [1]. Junior high school and high school students with intellectual disability tend to take little part in the learning process or, even worse, to remain in a situation of separation most of the time [2]. This two-group experimental study focused on six classes from a vocational high school. The assumption was that a learning environment expressly designed [3] to encourage analogical tools, processes and languages can effectively help all students – not only students with intellectual disability - to learn and to relate better. The “ecological approach” [4], started from a rearrangement of the traditional classroom, which was divided into different learning environments, specifically designed for static, movement, materials and new technologies. The setting of the students’ tables and of the teacher’s desk - which is no longer an “active mediator” in high school [5] - was rearranged in order to allow all students to play an active part in the learning experience. Throughout a few weeks, the new learning environment based on the “capability approach” [6] made it possible to set [7] the specific analogical languages of that student with intellectual disability – such as images, pictures, charts, cards, drawings, videos, concept maps – allowing the whole class to experience a laboratory learning training. Cognitive tests proved that the experimental classes managed to develop better learning processes in specific cognitive domains. Furthermore, the socio-metric test results, which were recorded in a few socio-grams, showed an increase in popularity and involvement of the students with intellectual disability.

Keywords

intellectual disability, learning environment, analogical languages, laboratory

Copyright

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References

[1]  Ianes, D., Note a margine del Rapporto: Gli alunni con disabilità nella scuola italiana, bilancio e proposte, in “Difficoltà di apprendimento”, vol. 17, n. 1, pp. 21-32, Oct. 2011.
 
[2]  Canevaro, A., D’Alonzo, L and Ianes, D., L’integrazione scolastica dal 1997 al 2007. Risultati di una ricerca attraverso lo sguardo delle famiglie, Bolzano: University Press, 2007.
 
[3]  Montessori, M., La mente del bambino, 8th ed, Milano: Garzanti Editore, 2014.
 
[4]  Vayer, P. and Duval, A., “L’organizzazione relazionale è sostenuta dall’organizzazione materiale”, in Verso un’ecologia della classe. Ricerche sugli arredi, gli spazi, i territori e gli oggetti della classe, Roma: Armando Editore, 1992.
 
[5]  Damiano, E., “L’insegnamento come mediazione”, in La mediazione didattica. Per una teoria dell’insegnamento, Milano: Franco Angeli, pp.141-206, 2013.
 
[6]  Nussbaumm, M.C., Creating Capabilities. The Human Development Approach, Cambridge – London: The Belknap Press of Harvard University Press, 2011.
 
[7]  Lave, J. and Wenger, E., Situated Learning. Legitimate peripheral participation. Cambridge: Cambridge University Press, 1991.
 
[8]  Ministry of Education, University and Research, L’integrazione scolastica degli alunni con disabilità dati statistici A.S. 2012/2013. Available: http://hubmiur.pubblica.istruzione.it/web/ministero/focus121113. [Accessed May 17, 2015].
 
[9]  Vianello, R., Disabilità intellettive. Parma: Spiaggiari, 2008.
 
[10]  World Health Organization, Atlas: Global resources for person with intellectual disabilities. Geneva, 2007. available: http://www.who.int/mental_health/evidence/atlas/en/ [Accessed Jun 21, 2015].
 
[11]  Pfanner, P. and Marcheschi, M., Il ritardo mentale. Capire e curare una grave malattia della mente. Bologna: il Mulino.
 
[12]  Castellani, A., La Malfa, G., Manzotti, S., Monchieri, S., Nardocci, F., and Ruggerini, C. (Eds), La promozione della salute mentale nella disabilità intelletiva. Trento: Erickson, 2010.
 
[13]  Felce, D., Both accurate interpretation of deinstitutionalization and a postinstitutional research agenda are needed, Mental retardation, vol 44, 5, 375-382, 2006
 
[14]  World Health Organization, International Classification of Functioning, Disability and Health. Geneva, 2001.
 
[15]  Piazza, V., Maria Montessori. La via italiana all’handicap. Trento: Erickson, 2004.
 
[16]  Nocera, S., Inserimento, integrazione, inclusione...Parole che cambiano, o situazioni nuove? Available: http://www.fondazionegualandi.it/inserimento-integrazione-inclusione/. [Accessed May 21, 2015].
 
[17]  Ianes, D., and Macchia, V., La didattica per i Bisogni Educativi Speciali, Trento: Erickson, 2008.
 
[18]  Parolin, I., Imparare ad includere. Riflessioni ed esperienze per una scuola inclusiva, Trento: Erickson, 2010.
 
[19]  Booth, T., and Ainscow, M., ”Un approccio inclusivo per lo sviluppo della scuola”, L’index per l’inclusione. Trento: Erickson, pp. 107-122, 2008.
 
[20]  Dovigo, F., Fare differenze, Indicatori per l’inclusione scolastica degli alunni con Bisogni Educativi Speciali. Trento: Erickson, 2007.
 
[21]  Vasquez, A. and Oury, F., “L’organizzazione di una classe inclusiva. La pedagogia istituzionale per un ambiente educativo aperto ed efficace”. Trento: Erickson, 2011, pp 18-20.
 
[22]  Ianes, D., Bisogni Educativi Speciali su base ICF: un passo verso la scuola inclusiva, 2013. available: http://www.s-sipes.it/pdf/IANES_BES_2013.pdf [Accessed May 25, 2015].
 
[23]  Caldin, R., “La pedagogia speciale, la sua situazione paradossa e il debito impagabile alla generazione che ci ha preceduto”, in La ricerca pedagogica in Italia. Tra innovazione e internazionalizzazione. Lecce: PensaMultimedia, pp. 149-163, 2014,
 
[24]  Canevaro, A., D’Alonzo, L., Ianes, D. and Caldin, R.,“I percorsi di integrazione degli alunni con disabilità, fra partecipazione piena, parziale e assente”, in L'integrazione scolastica nella percezione degli insegnanti. Trento: Erickson, , pp. 115-136, 2011
 
[25]  Zigler, E., Education and psychological development, New Haven: Yale University Press, 1984.
 
[26]  Lewin, K., A dinamic theory of personality, New York: McGraw-Hill Companies, 1935.
 
[27]  Kernanand, K. T., Sharon, S., “Linguistic and cognitive ability of adults with Down syndrome and mental retardation of unknown etiology”, Journal of Communication Disorders, 29, 401-422. September–October, 1996.
 
[28]  Van der Schuita, M., Segers, E., Van Balkoma, B., and Hans Verhoevena, L., “How cognitive factors affect language development in children with intellectual disabilities”, Research in Developmental Disabilities, 32, 1884-1894, September– October, 2011.
 
[29]  Antonietti, A., Educare alla visualizzazione. Training immaginativo-spaziale per soggetti con ritardo mentale, Trento: Erickson, 1999.
 
[30]  Baldacci, M., Trattato di pedagogia generale. Roma: Carocci, pp. 92-111, 2014.
 
[31]  INVALSI, Compendio Prove OCSE-PISA per insegnanti. Available: http://www.invalsi.it/invalsi/ri/pisa2012.php?page=pisa2012_it_08 [Accessed July 12, 2015].
 
[32]  Programme for International Student Assessment (PISA). Available: http://www.oecd.org/pisa/aboutpisa/ [Accessed July 12, 2015].
 
[33]  INVALSI, Prove TIMSS 2007, rilasciate di matematica e scienze. Available: http://www.invalsi.it/ric-int/timss2007/restitem.php. [Accessed July 12, 2015].
 
[34]  The TIMSS 2007 Released Items. Available: http://timss.bc.edu/timss2007/items.html [Accessed July 12, 2015].
 
[35]  Cornoldi, C. and Colpo, C. Nuove prove MT per la scuola media inferiore. Firenze: Organizzazioni Speciali, 1997.
 
[36]  Cornoldi, C. and Colpo, C. Prove MT per la scuola media elementare 2. Firenze: Organizzazioni Speciali, 1995.
 
[37]  Sen, A.K., Inequality Reexamined, Oxford: Oxford University press, 1992.
 
[38]  Guasti, L., (Eds.), Prepararsi alle prove OCSE-PISA. Percorsi e unità didattiche multidisciplinari. Trento: Erickson, 2012.
 
[39]  Margiotta, U. (Eds). Riforma del curricolo e formazione dei talenti. Linee metodologiche ed operative. Roma: Armando, 1997.