##plugins.themes.bootstrap3.article.main##

##plugins.themes.bootstrap3.article.sidebar##

Published Apr 29, 2021

Cristina Gaggioli  

Moira Sannipoli

Abstract

This paper aims to bring research findings on the curricular teacher’s and curricular support teacher’s attitude toward students with intellectual disabilities. The results bring to imagine possible changes in the current training system that, deepening intellectual disability in discipline and laboratory terms, not necessarily and intentionally get a suitable space to evaluate and work on initial placements. The exercise of reflective competence, necessary to feed a mature self-awareness, is also essential to withstand the possible involutions experienced in school contexts, still far from the inclusive dimension.

Downloads

Download data is not yet available.

##plugins.themes.bootstrap3.article.details##

Keywords

Attitudes, Intellectual Disability, Reflexivity, Initial Training

References
Aiello, P., Di Gennaro, D.C., Girelli, L., & Olley, J.G. (2018). Inclusione e atteggiamenti dei docenti verso gli studenti con disturbo dello spettro autistico: Suggestioni da uno studio pilota. Formazione & Insegnamento. Rivista internazionale di Scienze dell’educazione e della formazione, 16(1):175-188. [Italian] https://ojs.pensamultimedia.it/index.php/siref/article/view/2739

Antonak, R.F., & Livneh, H. (2000). Measurement of attitudes towards persons with disabilities. Disability and Rehabilitation, 22(5):211-224. DOI: https://doi.org/10.1080/096382800296782

APA. American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders 5th. Edition (DSM-5). Washington, DC.: American Psychiatric Association. ISBN: 978-089-042-555-8.

Arcangeli, L., Bacherini, A., Gaggioli, C., Sannipoli, M., & Balboni, G. (2020). Attitudes of mainstream and special-education teachers toward intellectual disability in Italy: The relevance of being teachers. International Journal of Environmental Research and Public Health, 17(19):7325. DOI: https://doi.org/10.3390/ijerph17197325

Bateson, G. (1997). Una sacra unità. Milano: Adelphi. [Italian] ISBN-13: 978-884-591-316-7.

Becchi, E. (2005). Pedagogie latenti: una nota. Quaderni della didattica della scrittura, 3:105-113. [Italian] DOI: https://doi.org/10.7369/71922

Biffi, E. (2014). Le scritture professionali del lavoro educativo. Milano: Franco Angeli. [Italian] ISBN: 978-889-170-511-2.

Caldin, R., & Zappaterra T. (2016). La frontiera attuale dell’inclusione e la formazione iniziale degli insegnanti specializzati per il sostegno. In M. Muscarà, S. Ulivieri (ed.), La ricerca pedagogica in Italia. Pisa: ETS. [Italian] ISBN: 978-884-674-618-4.

Canevaro, A. (1996). Pedagogia speciale: la ridu-zione dell’handicap. Milano: Bruno Mondadori. [Italian] ISBN : 978-884-249-366-2.

Canevaro, A. (2018). Fuori dai margini. Superare la condizione di vittimismo e cambiare in modo consapevole. Edizioni Centro Studi Erickson. [Italian] ISBN: 978-885-901-410-2.

Canevaro, A., & Chieregatti, A. (1999). La relazione di aiuto. L’incontro con l’altro nelle professioni educative. Roma: Carocci. [Italian] ISBN: 978-884-301-480-4.

Cavazza, N. (2005). Psicologia degli atteggiamenti e delle opinioni. Bologna: il Mulino. [Italian] ISBN: 978-881-510-617-9.

Cocever, E., & Chiantera, A. (ed.) (1999). Scrive-re l’esperienza in educazione. Padova: Clueb. [Italian] ISBN: 978-888-091-354-2.

Comunicazione Della Commissione Al Parlamento Europeo E Al Consiglio (2007). Migliorare la qualità della formazione degli insegnanti. [Communication from the Commission to the European Parliament and the Council (2007). Improve the quality of teacher training.] [Italian] https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2007:0392:FIN:IT:PDF

Cottini, L. (2017). Didattica speciale e inclusione scolastica. Roma: Carocci. [Italian] ISBN: 978-884-308-818-8.

Cumming, J.J., & Dickson, E. (2013). Education-al accountability tests, social and legal inclusion approaches to discrimination for students with disability: A national case study from Australia. Assessment in Education: Principles, Policy & Practice, 20(2):221-239. DOI: https://doi.org/10.1080/0969594X.2012.730499

Davis, R.S., & Layton, C.A. (2011). Collaboration in inclusive education: A case study of teacher perceptions regarding the education of students with disabilities. National Social Science Journal, 36(1):31-39. https://www.nssa.us/journals/pdf/NSS_Journal_36_1.pdf#page=33

De Anna, L., Gaspari, P., & Mura, A. (2015). L’insegnante specializzato. Itinerari di formazione per la professione. Milano: Franco Angeli. [Italian] ISBN: 978-889-172-662-9.

De Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of the literature. International Journal of Inclusive Education, 15(3):331-353. DOI: https://doi.org/10.1080/13603110903030089

Dessemontet, R.S., & Bless, G. (2013). The im-pact of including children with intellectual disability in general education classrooms on the academic achievement of their low, average, and high-achieving peers. Journal of Intellectual & Developmental Disability, 38(1):23-30. DOI: http://dx.doi.org/10.3109/13668250.2012.757589

Dias, P.C., & Cadime, I. (2016). Effects of personal and professional factors on teachers’ at-titudes towards inclusion in preschool. Euro-pean Journal of Special Needs Education, 31(1):111-123. DOI: https://doi.org/10.1080/08856257.2015.1108040

European Agency for Special Needs and Inclusive Education (2012), Profilo dei Docenti Inclusivi. Odense (Danimarca). ISBN: 978-87-7110-348-9.
Fabbri, L., Striano, M., & Melacarne, C. (2014). L’insegnante riflessivo. Coltivazione e trasformazione delle pratiche professionali: Coltivazione e trasformazione delle pratiche professionali. Milano: Franco Angeli. [Italian] ISBN: 978-885-680-288-7.

Farr, R.M., & Moscovici, S. (Ed.). (1989). Rappresentazioni sociali. Bologna: Il mulino. [Italian] ISBN: 978-881-502-319-3.

Findler, L., Vilchinsky, N., & Werner, S. (2007). The multidimensional attitudes scale toward persons with disabilities (MAS): Construction and validation. Rehabilitation Counseling Bulletin, 50(3):166-176. DOI: https://doi.org/10.1177/00343552070500030401

Fiorucci, A. (2014). Gli atteggiamenti degli inse-gnanti verso l’inclusione e la disabilità: uno sguardo internazionale. Italian Journal of Special Education for Inclusion, 2(1):53-66. [Italian] https://80.211.104.80/index.php/sipes/article/download/355/342

Fiorucci, A. (2019). Inclusione, disabilità e formazione docenti. Uno studio sulla rileva-zione degli atteggiamenti e dei fattori associati in un gruppo di futuri insegnanti. La scala OFAID. Journal of Special Education for Inclusion, 7(2):271-293. [Italian] DOI: https://doi.org/10.7346/sipes-02-2019-21

Fontaigne, A.M., Borghi, B.Q., & Molina, P. (2017). L’osservazione al nido. Guida per educatori e professionisti della prima infanzia. Trento: Erickson. [Italian] ISBN: 978-885-901-248-1.

Forlin, C. (2012). Future directions for inclusive teacher education: An international perspective. New York, NY: Routledge. ISBN: 978-0-203-11358-5.

Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1):17-32. DOI: https://doi.org/10.1080/1359866X.2010.540850

Haddock, G., & Zanna, M. P. (1993). Predicting prejudicial attitudes: The importance of affect, cognition, and the feeling-belief dimension. ACR North American Advances, 20:315-318. https://www.acrwebsite.org/volumes/7463/volumes/v20/NA-20
Ianes, D. (2016). Evolvere il sostegno si può (e si deve): Alcuni contributi di ricerca in Pedagogia e Didattica speciale al dibattito sulla Legge 107. Trento: Erickson. [Italian] ISBN: 978-885-901-207-8.

Lau, J. T. F. & Cheung, C. K. (1999). Discriminatory attitudes to people with an intellectual disability or mental health difficulty. International Social Work, 42(4):431-444. DOI: https://doi.org/10.1177/002087289904200405

Manghi, S. (1990). Il gatto con le ali. Ecologia della mente e pratiche sociali. Milano: Feltrinelli. [Italian] ISBN: 978-880-710-126-7.

MIUR (2011). Decreto 30 settembre 2011 Criteri e modalità per lo svolgimento dei corsi di formazione per il conseguimento della specializzazione per le attività di sostegno, ai sensi degli articoli 5 e 13 del decreto 10 settembre 2010, n. 249. [Decree 30 September 2011 Criteria and methods for carrying out training courses for the achievement of specialization for support activities, pursuant to articles 5 and 13 of the decree 10 September 2010, n. 249.] (12A03796) (GU Serie Generale n.78 del 02-04-2012) [Italian] https://www.gazzettaufficiale.it/eli/id/2012/04/02/12A03796/sg

MIUR (2018). I principali dati relativi agli alunni con disabilità per l’a.s. [The main data relating to pupils with disabilities for the school year.] 2016/2017. [Italian] https://www.miur.gov.it/documents/20182/0/FO-CUS_I+principali+dati+relativi+agli+alunni+con+disabilit%C3%A0_a.s.2016_2017_def.pdf/1f6eeb44-07f2-43a1-8793-99f0c982e422

MIUR (2019). Decreto Legislativo 13 aprile 2017, n. 59 Riordino, adeguamento e semplificazione del sistema di formazione iniziale e di accesso nei ruoli di docente nella scuola secondaria per renderlo funzionale alla valor-izzazione sociale e culturale della professione, a norma dell’articolo 1, commi 180 e 181, let-tera b), della legge 13 luglio 2015, n. 107. (17G00067) (GU Serie Generale n.112 del 16-05-2017 - Suppl. Ordinario n. 23). [Legislative Decree 13 April 2017, n. 59 Reorganization, adaptation and simplification of the initial and access training system in the roles of teacher in secondary school to make it functional to the social and cultural enhancement of the profession, pursuant to Article 1, paragraphs 180 and 181, letter b), of the law 13 July 2015, n. 107. (17G00067) (GU General Series n.112 of 16-05-2017 - Ordinary Suppl. N. 23)] [Italian]

MIUR (2019). Decreto Legislativo 7 Agosto 2019, n. 96 Disposizioni integrative e correttive al decreto legislativo 13 aprile 2017, n. 66, recante: «Norme per la promozione dell’inclusione scolastica degli studenti con disabilità, a norma dell’articolo 1, commi 180 e 181, lettera c), della legge 13 luglio 2015, n. 107». (19G00107) (GU Serie Generale n.201 del 28-08-2019). [Legislative Decree 7 August 2019, n. 96 Supplementary and corrective provisions to Legislative Decree 13 April 2017, n. 66, containing: «Rules for promoting the scholastic inclusion of students with disabilities, in accordance with article 1, para-graphs 180 and 181, letter c), of law no. 107 “. (19G00107) (GU General Series n.201 of 28-08-2019).] [Italian]

Morin, D., Crocker, A., Beaulieu-Bergeron, R., & Caron, J. (2013a). Validation of the attitudes toward intellectual disability-ATTID questionnaire. Journal of Intellectual Disability Research, 57(3):268-278. DOI: https://doi.org/10.1111/j.1365-2788.2012.01559.x.

Morin, D., Rivard, M., Bousier, C.P., Crocker, A.G., & Caron, J. (2015). Norms of the attitudes toward intellectual disability questionnaire. Journal of Intellectual Disability Re-search, 59(5):462-467. DOI: https://doi.org/10.1111/jir.12146

Morin, D., Rivard, M., Crocker, A.G., Boursier, C.P., & Caron, J. (2013b). Public attitudes towards intellectual disability: A multidimensional perspective. Journal of Intellectual Disability Research, 57(3):279-292. DOI: https://doi.org/10.1111/jir.12008

Mortari, L. (2011). Apprendere dall’esperienza. Il pensare riflessivo nella formazione. Roma: Carocci. [Italian] ISBN: 978-884-302-845-0.

Mortari, L. (2013). Aver cura della vita della mente. Roma: Carocci. [Italian] ISBN: 978-884-307-012-1.

Negri, S.C. (2014). La consulenza pedagogica. Roma: Carocci. [Italian] ISBN: 978-884-307-205-7.

Nowicki, E. A., & Sandieson, R. (2002). A meta-analysis of school-age children’s attitudes towards persons with physical or intellectual disabilities. International Journal of Disability, Development, and Education, 49(3):243-265. DOI: https://doi.org/10.1080/1034912022000007270

Odongo, G., & Davidson, R. (2016). Examining the attitudes and concerns of the Kenyan teachers toward the inclusion of children with disabilities in the general education classroom: A mixed-methods study. International Journal of Special Education, 31(2):209-227. https://kerd.ku.ac.ke/handle/123456789/804

OECD. (2015). Teachers matter: Attracting, developing and retaining effective teachers, OECD Publications. Paris. ISBN: 92-64-01802-6.

Oggionni, F. (2013). La supervisione pedagogica. Milano: Franco Angeli. [Italian] ISBN: 978-882-045-065-6.

Olson, J. M. & Zanna, M. P. (1993). Attitudes and attitude change. Annual Review of Psychology, 44(1):117-154. DOI: https://doi.org/10.1146/annurev.ps.44.020193.001001

Palma, M. (2017). Consulenza pedagogica e Clinica della form azione. Milano: Franco Angeli. [Italian] ISBN: 978-889-176-084-5.

Palmieri, C. (2018). Dentro il lavoro educativo. Pensare il metodo, tra scenario professionale e cura dell’esperienza educativa. Milano: Franco Angeli. [Italian] ISBN: 978-889-176-952-7.

Pavone, M.R. (2017). La Legge sull’integrazione scolastica più amata. Alla ricerca di radici e antenne. Trento: Erickson. [Italian] https://rivistedigitali.erickson.it/integrazione-scolastica-sociale/it/visualizza/pdf/1492

Perla, L. (2010). Didattica dell’implicito. Ciò che l’insegnante non sa. Brescia: La Scuola. [Italian] ISBN: 978-883-502-618-1.

Perrenoud, P. (2001). De la pratique réflexive au travail sur l’habitus. Recherche et Formation, 36(1): 131-162.

Polanyi, M. (1979). La conoscenza inespressa. Roma: Armando. [Italian] https://www.persee.fr/doc/refor_0988-1824_2001_num_36_1_1694

Rae, H., Murray, G., & McKenzie, K. (2010). Teachers’ attitudes to mainstream schooling. Learning Disability Practice, 13(10):12-17. DOI: http://dx.doi.org/10.7748/ldp2010.12.13.10.12.c8138

Rosenberg, M.J. & Hovland, C.I. (1960). Cognitive, affective, and behavioral components of attitude. In C. I. Hovland, & M. J. Rosenberg (Eds.). Attitude organization and change: An analysis of consistency among attitude components. New Haven, CT, USA: Yale University Press. ISBN: 978-030-000-8647.

Rosenberg, M.J., Hovland, C.I., McGuire, W.J., Abelson, R. P., & Brehm, J. W. (1960). Attitude organization and change: An analysis of consistency among attitude components. (Yales studies in attitude and communication.), Vol. III. ISBN: 978-030-000-864-7.

Schalock, R.L., Luckasson, R.A., & Shogren, K. A. (2008). Nuova dicitura per il ritardo mentale: comprendere il passaggio verso il termine disabilità intellettiva. American Journal of Mental Retardation, Edizione Italiana, 6(1):1-15. [Italian] http://www.amicodi.org/ricerca-scientifica/pubblicazioni/47-nuova-dicitura-per-il-ritardo-mentale-comprendere-il-passaggio-verso-il-termine-disabilita-intellettiva

Schön, D. A. (1993). Il professionista riflessivo. Bari: Dedalo. [Italian] ISBN: 978-882-206-152-2.

Semier Dessemontet, R., Morin, D., & Crocker, A.G. (2014). Exploring the relations between in-service training, prior contacts, and teachers’ attitudes towards persons with intellectual disability. International Journal of Disability, Development, and Education, 61(1):16-26. DOI: https://doi.org/10.1080/1034912X.2014.878535

Sermier Dessemontet, R., & Bless, G. (2013). The impact of including children with intellectual disability in general education classrooms on the academic achievement of their low-, average-, and high-achieving peers. Journal of Intellectual and Developmental Disability, 38(1):23-30. DOI: https://doi.org/10.3109/13668250.2012.757589

Taylor, R.W., & Ringlaben, R.P. (2012). Impacting preservice teachers’ attitudes toward in-clusion. Higher Education Studies, 2(3):16–23. DOI: http://dx.doi.org/10.5539/hes.v2n3p16

Vianello, R. (2015). Disabilità intellettive. Bergamo: Junior. [Italian] ISBN: 978-888-434-775-6.

Vianello, R. (2018). Disabilità intellettive. Come e cosa fare. Firenze: Giunti. [Italian] ISBN: 978-880-981-990-0.

Vicari, S. (2007). La sindrome di Down. Bologna: Il Mulino. [Italian] ISBN: 978-881-511-647-5.

World Health Organization. (2001). IFC: International Classification of Functioning, Disability, and Health, Disability and Health. Geneva. [Portuguese] https://pesquisa.bvsalud.org/portal/resource/pt/mis-33532

Yazbeck, M., McVilly, K., & Parmenter, T.R. (2004). Attitudes toward people with intellectual disabilities: An Australian perspective. Journal of Disability Policy Studies, 15(2):97-111. DOI: https://doi.org/10.1177/10442073040150020401

Zanna, M.P., & Rempel, J.K. (1988). Attitudes: A new look at an old concept. In D. Bar-Tal and A. W. Kruglanski (ed), The Social Psychology of Knowledge. New York: Cam-bridge University Press. https://www.coursehero.com/file/p3c8a56/Zanna-M-P-Rempel-J-K-1988-Attitudes-A-new-look-at-an-old-concept-In-DBarTal-A/

Zorzi, E., Camedda, D., & Santi, M. (2019). Tra improvvisazione e inclusione: il profilo “polifonico” delle professionalità educative. Italian Journal of Special Education for Inclusion, 7(1):91-100. [Italian] https://80.211.104.80/index.php/sipes/article/download/3490/3298
How to Cite
Gaggioli, C., & Sannipoli, M. (2021). Improving the Training of Support Teachers in Italy: The Results of a Research on Attitudes Aimed at Students with Intellectual Disabilities. Science Insights Education Frontiers, 8(2), 1037–1057. https://doi.org/10.15354/sief.21.or021
Section
Original Article