The importance of metacognition for inclusive learning3
Giuseppe Filippo Dettori, Barbara Letteri
Through metacognitive didactics, the teacher’s attention is not so much directed to the elaboration of new materials or methods to «teach how to ...», as to allow students to develop higher mental strategies of self-regulation that go beyond the «simple» primary cognitive processes (e.g. reading, calculating, remembering, etc.) (Ianes 2009). The present survey, carried out on a sample of 746 teachers from the first and second stages of education, analysed the degree of knowledge and the possible teaching effectiveness of a metacognitive approach to teaching skills and competences to pupils, with particular attention to pupils with disabilities and SLDs. The focus of the survey was verification of effective application of the metacognitive approach in the educational-didactic field, intended as a superior mental strategy of self-regulation to promote learning autonomy in students. What emerged from the survey is that a large number of teachers claim to know metacognitive didactics but do not always apply it systematically in class, especially with SEN students. The research also highlights the need for more targeted training on this approach in order to enable SEN students in particular to have personalised teaching that facilitates learning processes.
Training, Inclusion, Metacognition, Competence, Learning.