Special didactics, inclusion and giftedness
Patrizia Gaspari, Francesca Salis
This contribution deals with Inclusive Special Didactics in reference to individuals with «SEN (Special educational needs)» and other kinds of differences, as in the specific situation of a cognitively gifted child. The first part focuses on the need to carry out an epistemological reflection on Special Didactics as a science which is capable of projecting best inclusive practices for all pupils with «SEN», providing functional theories, methods and strategies for teaching and learning. The second part deals with operative didactic problems regarding pupils with high cognitive potential, who make up 8% of the juvenile population.
Keywords
Special didactics, epistemology, giftedness
