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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
Published by: Canadian Society for the Study of Education
Stable URL: http://www.jstor.org/stable/canajeducrevucan.36.1.349
Page Count: 25
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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.
©2013 Canadian Society for the Study of Education/Société canadienne pour l'étude de l'éducation