Table of contents

Volume 24, Issue 1, February 2025

Editorial

Feb 2025

Editoriale

Diego Di Masi
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Projects and best practices

Marisa Pavone

Approved the Guidelines 2024 of the National University Conference of Delegates for the Inclusion of Students with Disabilities and Specific Learning Disorders (CNUDD)

L'integrazione scolastica e sociale 24(1), 5-12 - DOI:  10.14605/ISS2412501
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Vincenzo Antonio Gallo, Fabio Filosofi

Secondary students’ perception of the effectiveness of concept maps in the learning process

L'integrazione scolastica e sociale 24(1), 13-27 - DOI:  10.14605/ISS2412502
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Perspectives et modÈles internationaux

Florence Faberon

Le programme «Handicap et citoyenneté» au défi de l’éducation et de l’enseignement supérieur

L'integrazione scolastica e sociale 24(1), 28-34 - DOI:  10.14605/ISS2412503
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Italian models and perspectives

Manuele De Conti, Daniela Di Donato, Lucia Iacopini, Elena Mosa, Silvia Panzavolta

Debate as an inclusive teaching practice

L'integrazione scolastica e sociale 24(1), 35-52 - DOI:  10.14605/ISS2412504
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Marika Savastano

Helping relationships. For a review of Andrea Canevaro’s studies

L'integrazione scolastica e sociale 24(1), 53-65 - DOI:  10.14605/ISS2412505
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Pioneers

Alessandra M. Straniero

The modernity of being outdates: Adriano Olivetti, pioneer of inclusive communitarianism

L'integrazione scolastica e sociale 24(1), 66-77 - DOI:  10.14605/ISS2412506
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Intersections

Diego Di Masi

«Inclusion is not enough»: Cultural-Historical Theory and Expansive Learning for a new object in Inclusive Education

L'integrazione scolastica e sociale 24(1), 78-92 - DOI:  10.14605/ISS2412507
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Rubrica

Salvatore Nocera

Aggiornamenti normativi

L'integrazione scolastica e sociale 24(1), 93-96
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