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Les enseignants de soutien en Italie: Leur formation aux méthodes et philosophies inclusives

Ottavia Albanese and Michelle Pieri
Canadian Journal of Education / Revue canadienne de l'éducation
Vol. 36, No. 1 (2013), pp. 349-374
Stable URL: http://www.jstor.org/stable/canajeducrevucan.36.1.349
Page Count: 25
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Les enseignants de soutien en Italie: Leur formation aux méthodes et philosophies inclusives
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Abstract

Abstract The article focuses on the theoretical and methodological basis of training for support teachers specialized for inclusion in Italy. The results of our studies, conducted with the support teachers compared with the regular teachers, have shown that specific training, based on the «International Classification of Functioning, Disability and Health» (ICF) and on a metacognitive perspective, allowed a process of reflection for the maintenance of a constructivist view of the development of pupils' intelligence. It also enhanced the awareness of the regulation of emotions, protecting support teachers from the risk of burnout.

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